Social Skills: Work Discussion

02.08.
32 - 010
Social skills
Work discussion
Forms of discussion
You are likely to spend a lot of time talking to other people—colleagues, your
boss, the group, other people from inside and outside the organisation. This is
why discussion and communication skills are so important. It is crucial to be
able to take part in daily and periodic work discussions effectively and in a
congenial atmosphere.
In this lesson we shall be paying particular attention to the subject of ‘work
discussions’ with the aim of learning to use discussion as a means, in sensible
co-operation with other people, of making the most of our own professional
skills. There are various forms of discussion that occur as a normal part of
everyday work. We can think in terms of such things as the daily discussion
about the allocation of tasks and the progress of the job, solving problems, the
staff appraisal and performance discussion, and the periodic work discussion.
These are all discussions in which we communicate and work with other people.
Contents of the lesson

1 Discussion and participation
2 Forms of discussion
3 Decision-making
4 Participation
5 Factors that have an effect on work discussions
6 Preparation for work discussions
7 Guidelines for work discussions
8 Effects of work discussions
9 Discussion and co-operation
10 The problem-solving discussion
11 The staff appraisal and performance discussion
12 Tips for effective discussions
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Social skills / 02.08.32 - 010
Lesson
1. Discussion and input
If we ask different people what they understand by discussion, we will get a
variety of answers. In any event what it boils down to is that it is not just the
senior management—the bosses—who 'decide' but that everyone decides in his
own particular field. We call this employee participation. And if there is to be
participation, there has to be discussion. Participation therefore means:
- definition of Taking decisions about the work and the changes to it on the basis of detailed
employee input discussions with one another.
In the old days, workers were simply told what to do by the boss and did it
without comment. This doesn’t happen in a modern company. Does this mean
that we are going to bypass management or that every decision has to be
discussed with the entire staff? Won’t this cause major delays in the decision-
making process? These are just some of the questions that arise when we start
talking about employee participation.
Why do we have participation?

- motivation In order to answer the question as to why we should have participation, we have
to go back to the question of what motivates people to work. Studies of
motivation and practical experience tell us that money and security are not the
only things that affect people’s motivation. People want to contribute their skill
and their responsibility. They are particularly keen to join in the discussion when
there are impending changes to things that they are involved with every day. In
the past—happily long gone now—when the working man was concerned solely
with earning enough to feed his family, this was not an issue. But in these days,
where these daily concerns have receded into the background to some extent, the
need for input automatically comes to the fore.
Better education
Another reason is that educational standards have improved. Not that long ago,
boys left school at eleven or twelve years old and went out to work. Nowadays,
most young people take some form of further education and don’t actually get a
job until they are at least twenty. Much more than the previous generation, these
young people want to know how and why things are done, and they want to be
involved in taking decisions.
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2. Forms of discussion
In any organisation, depending on its working practices, more or less frequent
formal and informal contacts between everyone involved in a particular topic
will be necessary. Against this background, the work discussion as a method of
supervision and coaching deserves attention. This is all the more true because
the people who are responsible for the end product are becoming increasingly
dependent on the input of everyone involved.
How the work discussion came about

- democratisation Work discussions became the focus of attention during the democratisation
movement of the late sixties and early seventies. The work discussion was seen
as a means of achieving democratisation from the bottom up. In their
enthusiasm, people often lost sight of the elementary rules of decision-making.
As a result, the few successes were overshadowed by the many failures. These
disappointments led to a decline in interest in the work discussion. At the
moment the work discussion is again the subject of interest as a management
- management tool tool, in part as a result of the introduction of management techniques like quality
circles and so on.
Types of work discussion

The work discussion is a form of consultation about the work in the broadest
sense of the word, which is accepted by the organisation. A work discussion
involves a group or a department.
There are two types of work discussion:
- group discussion 1 Discussions between all the members of a group that take place periodically
(group discussion).
2 Discussions between two people in the form of a conversation.
In this lesson we will be discussing the following aspects of the group

discussion:
- work review A. Discussions about the current work; we refer to this as a work review.
- work discussions B. Discussions about co-operation.
C. Discussions about policy.
We refer to the last two as work discussions.
A. The work review

Problems relating to planning, work allocation, progress monitoring, relevant
safety and environmental issues and so forth are solved during work reviews,
which are concerned with the work in hand. They will also deal with solving
technical problems. To distinguish it from the wider concept of the work
discussion, we call this type of discussion, which occurs daily and is often
informal, the work review.
This form of work discussion generally does not go beyond the confines of the
immediate working environment.
During these work reviews:
- information is passed top down and vice versa;
- problems/results from the most preceding period of work are talked through;
- agreements are made about the approach to the work and the targets for the
next period(s) of work.
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B. The work discussion

There is only genuine work discussion when ‘the departmental management is
influenced by the workforce in formulating its policy with regard to the work
and the working conditions’.
As this definition makes clear, the formulation of decisions and the taking of
decisions in work discussions are the province of the management of the group
or department. There must be a degree of ‘influence’ in this decision-making
process. However, the extent of this influence may vary.
Work discussion on co-operation

It is understandable that openly discussing the way in which people—including
the hierarchy—get on together is perceived as a barrier. It is therefore only
possible if a sufficiently strong sense of trust has been built up.
The following subjects are among the more formal issues relating to
- subjects of work collaboration and co-operation:
discussion about - allocation of jobs;
co-operation - staffing;
- quality and safety;
- on-the-job instruction/coaching;
- holidays, days off;
- working conditions;
- etc.
C. Work discussion on policy matters

Discussing policy involves developing a shared vision and objectives, in other
- developing vision, words the group or the department’s overall approach. There is a great
objectives and difference between tabling a plan and forcing acceptance, and developing a
approach common vision, objectives and approach.
The essentials of a work discussion lies between:

- informative or instruction meetings in which decisions that have been taken
are elucidated and employees can only ask for further information;
- decision-making meetings in which the group is responsible for taking a
decision on the basis of information exchanged during the meeting.
Question 1
What is the difference between a work review and a work discussion?
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3. Decision-making
Leaving aside for the moment the question as to who takes the decisions during
a work discussion, it is important to understand the process by which decisions
- steps in decision- are made. We can identify five steps in the decision-making process, and we
making shall now deal with them one by one.
Step one: the problem definition

The problem has to be clearly defined and understood by all those concerned
before we can start talking about taking a decision. This means that everyone
must be given the opportunity to contribute information, and that everyone
should listen to what is being said and should take it seriously. It involves
finding out other people's understanding and position on the issue. The people
who have raised the matter and who have had time to think about it must bear in
mind that some of the people who are being confronted with it for the first time
may well need time to clearly understand the problem. We cannot proceed to the
next step until they do.
Step two: getting the picture

The second step in the decision-making process is what we might call ‘getting
the picture’. This means that all the information relating to the problem must be
shared. At this stage we are not concerned with how we feel about the problem,
but with what is known about it. We must stick to factual information. It is as if
we are doing a jigsaw puzzle together. Each person has some of the pieces—
some people have more pieces than others, but even the smallest piece is needed
to complete the picture.
This step may not lead to a difference of opinion, nor will this happen if we
confine ourselves to contributing facts or asking one another questions that
clarify matters.
Step three: forming a opinion

Assuming that the problem has been defined and is clear to everyone, that all the
important information has been gathered during the process of getting the
picture and that everyone has understood it, we can go on to ask ourselves ‘What
do we think about it?’ Now there may well develop differences of opinion,
because people are different and have different frames of reference. This means
that what one person thinks is beautiful, someone else may find ugly. So as to
avoid getting into a ‘yes it is – no it isn’t’ situation, it is important during this
- solution criteria step to decide jointly on the criteria that the solution has to satisfy. We must find
the criteria that the solution will have to meet and rank them. In other words,
decide what is the most important criterion, what is the second most important,
and so on.
After this we need to look for the different options there are for solving the
problem. Every idea counts here, because during the decision-making step
testing the solution against the criteria will ultimately determine which solution
is the best.
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Step four: making the decision

It is only now that the actual decision-making process can begin. Deciding on
something always involves making a choice from a number of options.
However, if we have succeeded during the step to come to a shared opinion and
to arrive at a number of criteria against which we test each solution, the choice
becomes much simpler. This is where we decide what the best solution to the
problem will be.
Step five: implementation

Now the decision that was taken in the previous step has to be carried out. If we
have gone through the first four steps properly, we can expect the people
concerned to be motivated to implement the decision. We will also have an
answer to questions such as ‘why do it like this and not some other way?’ We
can then refer to the criteria that were selected and the testing of the decision in
the light of these criteria.
4. Participation
Participation means that employees, with or without management, are involved
in taking decisions: the decision-making process. The level of participation is
determined by the moment when other people are brought into the decision-
making process.
- participation We can identify the following participation levels:

levels A. awareness.
B. contributing ideas.
C. taking part in the discussion.
D. sharing in the decision-making.
E. making decisions.
We will discuss these various levels as they relate to work discussions. This also
applies to individual discussions, management discussions, discussions in
quality circles or works councils and to other discussion situations in which
decisions are taken.
A. being aware
Being informed is the most basic form of participation. The decision-making
process takes place at company management level. The decision has been made.
However, before the decision is put into effect it is discussed with the
employees. The discussion is essentially a question of passing on information,
but it does go somewhat further. The management explains the problem and how
the management is planning to solve it. In short: this is about the why and how
of the decision.
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B. contributing ideas
In this case the process of decision-making again takes place primarily at
management level. However, before the final decision is taken, the management
consults the employees and asks them to confirm that their approach is the right
one and that nothing has been overlooked. The employees are therefore involved
in thinking about the issue and can exercise influence if there are things that the
management has overlooked. The final decision is then taken by the
management.
C. taking part in the discussion

Now the employees are involved in the decision-making process one step earlier.
The first two steps (defining the problem and 'getting the picture') are carried out
by management. The employees are involved in the process before the opinion
forming step has been completed, they can contribute their thoughts if steps one
and two have been clearly and fully explained, and join in the discussion in step
three—deciding on the criteria that the solution to the problem will have to
satisfy. Again, the management takes the ultimate decision. The employees are
informed of the decision and the reasons for selecting a particular course of
action.
D. sharing in the decision-making

In this situation the employees are involved in the decision-making process at an
even earlier stage. After the management has identified and defined the problem,
the management and the employees discuss the issue. They go through steps
two, three and four—'getting the picture', forming an opinion and making the
decision together. Here the employees are part of the whole decision-making
process and meet one another on peer basis.
E. making decisions
In this scenario, the management delegates the authority for making the
decision. The management sets out the problem and then withdraws. The
employees notify management later of the decision they have taken.
We have just listed and discussed the levels of participation. This is not any sort
of indication of what is the best. We do, however, want to emphasise that it is
extremely important, in order to avoid disappointments, that everyone is aware
of the level of the discussions. So if it is simply a matter of informing the
employees, we have to say this up front and not allow them to labour under the
- responsibility for illusion that the group itself is going to take the decision. The responsibility for
decision-making taking the decision ultimately lies with the group- or departmental management.
They can delegate certain responsibilities to section heads and members of staff
appointed for the purpose. Some things may, however, go further.
The extent of participation depends on the subjects under discussion, the

expertise of the group, and the employees’ tasks and responsibilities. It is also a
process of growth. In groups which are just starting out on work discussions, it is
important to pay a great deal of attention to informing them, and getting them to
think about and discuss the problem. If this is done properly, the process of
discussion can develop, and the employees and their boss will perceive this as a
very open relationship.
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Question 2
What are the five levels of participation and what do they entail?
5. Factors that have an effect on work discussions

- factors affecting A number of factors affect the way that work discussions function. They
work discussions include:
- familiarity with the objectives of the discussion;
- the size of the group;
- the boss’s management style;
- the preparation for the work discussion;
- acceptance by the group; aspects of power and authority play a role here.
It is important that the objectives of the discussion are clearly formulated and
that everyone involved is familiar with them. Clarity prevents frustration and
will promote acceptance by the employees and effective and efficient input.
One practical point that will make it possible for all those involved to have their
- group size say is that the group should not be too big. Experience has taught us that there
should never be more than twelve people in a discussion group. If there are any
more than this, there is a good chance that some of the participants loose
interest, or that they are physically present but don’t make any contribution, or
that the group disintegrates into sub-groups. The management style also has a
direct influence on the nature and extent of the group members’ input.
6. Preparing work discussions

Good preparations are essential to the success of a work discussion. The
chair/leader or the person who plans the work discussion must ask himself which
aspects of the procedure, the people and the facilities are important.
Procedure
* Have I thought about what the objectives of the work discussion are and
whether they are achievable?
* Has the agenda been prepared?
- consulted the group members and any additional participants?
- sent everyone a copy?
- thought of possible 'hidden agenda items'?
* Timetable for the discussion worked out?
- is it complete?
- questions and approach noted?
- introduction planned?
- thought about timing and transitions from one item to the next?
* Have I made the preparations for getting minutes made?
- asked someone for their help?
- decided who should be sent a copy?
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People
* Have I asked all the group members and any additional participants?
- special participants or speakers?
- have I invited everyone?
* Have I made an analysis of all the participants?
- knowledge and experience?
- general attitude, prejudices?
- input: uncommunicative, talkative?
Facilities
* Have the necessary aids been organised?
- aids such as video, board, flip chart, audio-visual equipment?
- do I know how to operate this equipment?
* Do I have all the material to hand?
- documentation and brochures?
- drawings, overviews and diagrams?
* Have the venue and refreshments been taken care of?
- room and coffee organised?
- tables and chairs arranged?
The following applies to taking part in a work discussion.

‘Every participant must have the right attitude, respect other people, be willing
and able to listen, and be prepared to help shape group objectives.’
7. Guidelines for participants in work discussions

- discussion tips Always bear the following tips in mind when participating in a work discussion.
Own input
- Take part in the discussion at the earliest possible stage so that your
presence is acknowledged and felt throughout the meeting.
- Do not hesitate to speak frequently as long as you still have something to
say. Speaking frequently does not necessarily mean that you are being
unpleasant to other people.
- Provide information and data that are useful to the group. And ask for
information where necessary.
- Do not get into arguments in the early stages of a problem-solving
discussion. The problem is still in the analysis phase, so you should confine
yourself to suggesting possible solutions at this stage.
- Alternate your contributions to the consultation and discussion with—
questions, information, opinion and argumentation.
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Reactions to other people’s input

- When you respond to remarks someone else has made, target the remarks,
not the person.
- Do you disagree with someone else’s view? If so, base your remarks on
principles of tact and tolerance.
- Try to use the personal pronouns ‘we’ and ‘you’ more often than ‘I’. This
signals that it is the interests of the group that matter.
- Make your contribution to the discussion spontaneously, also without being
asked. Do not interrupt another speaker. Be ready to make your contribution
as soon as he has finished.
Keep to the point

- Keep an eye on the time when you are speaking. Don’t speak for too long on
each occasion—one minute is often plenty. Do not talk about a number of
different points at the same time. It is better to speak several times and raise
a different point each time.
- Show that you have sound reasoning abilities when you construct your
argument, and underpin your argument with solid facts. Make sure that you
have factual data in support of your argument. Make sure you don’t repeat
arguments that have already been raised.
- Use language that everyone can understand. If you use new terms, define
them or explain them. Always make your meaning crystal clear.
- Make sure that your contribution is clear to the group. Take particular care
to do this when you are stating a position on a subject, or if you want to say
something more about a subject that has already been discussed at an earlier
stage of the work discussion.
- personal Finally, there are two important personal prerequisites for everyone who takes
conditions part in a work discussion.
1 Prepare for the meeting, read the documents beforehand and allocate
sufficient time.
2 Do whatever you agreed to do during the work discussion: actions speak
louder than words.
Question 3
List a number of guidelines for participants in work discussion.
8. Effects of work discussions

If conducting work discussions is not part of the culture of a given group, the
group will not accept this method of consultation and its effects will be slight.
The boss needs to devote sufficient attention to it beforehand and keep a close
eye on the extent to which it is accepted. The effects of work discussion govern
- acceptance of the degree of acceptance. The following factors affect the acceptance of work
work discussions discussions.
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Good work discussions will have the following effects:

- the work will be done better, among other things because the employees will
have a better view of interrelationships, will be aware of shortcomings and
will report problems earlier;
- the available time (budget) will be used more efficiently because the whole
group knows what the ultimate objective is;
- the best possible use will be made of the knowledge, abilities and experience
of all the employees, each at his own level;
- there will be effective communication between the members of the group;
- there will be greater involvement in the work, both individually and in the
group (team spirit);
- there will be a change in management style—a reduction of the distance
between management, bosses and employees.
There are various ways in which the members of discussion groups can
communicate—consultation, discussion, negotiation, debate, ‘fighting’, and so
on.
- quality of The quality of communication runs from positive to negative, in other words
communication from high-quality to low-quality communication.
Positive discussion
Discussion is a special form of human communication. People get together in an
attempt to find a solution to a problem. Consultations regularly occur in
meetings. In discussions, we assume that good communication and co-operation
between the people involved will improve the quality of the solution to a
- interaction of problem. The discussion has only succeeded if the co-operation has been
discussion improved. We call this the ‘interaction’ of the discussion. There is also a
- decision-making discussion procedure that indicates the route by which the objective of the
process discussion is achieved. We call this the ‘decision-making process’.
Negative discussion
- debating and The technique of debating and ‘fighting’ is diametrically opposed to the
fighting technique of co-operation and consultation. We are not looking for the best
possible contribution that the other person can make, but for his weak points.
We make sure that there can be no analysis or establishment of the overall
picture. We keep information back, pass on incorrect information, we
immediately put forward our own solution or we propose a misleading solution.
- diversionary In a negative discussion, the other person will draw his strength from various
tactics diversionary manoeuvres such as:
- not listening, displaying a lack of interest;
- deliberately giving false information;
- encouraging others to form a confused opinion;
- trying to bring about over-hasty decisions or an endlessly prolonged
decision-making process;
- alternating humiliation and threats with flattery, this in order to lower the
other person’s guard;
- unleashing a battle for ‘power’ and ‘leadership’;
- and so forth.
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In negative discussion, it comes down to power or guile and the ability to

mislead, drag your feet and then strike quickly. This is a low-quality method, but
it is a part of the reality that we can observe around us. If work discussion is to
be perceived as useful and leading to effective results, the choice has to be
positive discussion.
Question 4
What will be the effects of good work discussion?
9. Discussion and co-operation

Discussion is co-operation and is a high-quality form of human communication
in organisations and meetings. Anyone who is aiming for discussion must be
able to face discussions turning into a negotiation or a fight, in order to
endeavour to achieve the eventual possibility of discussion. This is a tough
assignment for both chairmen and participants in a work discussion and a
meeting. There can be all sorts of communication breakdowns during a work
discussion.
Communication breakdowns
The communication breakdowns that can occur in discussion situations are
caused by you yourself, by another person and by the environment, for example:
- you are not listening to what the other person is saying;
- you do not understand what the other person means;
- the other person is formulating his points badly;
- the other person does not understand what you mean;
- you are distracted by noise in the vicinity;
- the telephone rings, outsiders come in;
- and so forth.
In the discussion with the other person or in a group discussion the best
approach is to act as if you are the supplier and the other person is your
customer. In other words you are the one who tries to prevent or resolve
breakdowns in communication.
A supplier tries as far as possible to put himself in the position of the customer
and from there he helps the customer to solve his ‘problem’.
In order to treat the other person as a customer, you need the communication and
co-operation skills we discussed in the previous lessons.
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A brief recap
- communication - listen: switch off your own thoughts for a moment, and hear and understand
and co-operation what the other person is saying;
skills - ask questions: ask for more information when the other person is not making
himself clear;
- summarise: repeat in your own words what the other person has just said
- explain: say clearly what you mean and say what possibilities of helping the
other person you can see;
- show interest: let the other person know that you think he’s important;
- positive attitude: show that you are willing to help the other person with his
problem;
- solve problems: work in a focused way on solving the group’s problems;
- stay polite: when the other person acts up, control your own natural
aggressive response and continue to respond to what he is saying.
A customer-focused attitude
Every conversation and every discussion is obviously different. But in every
instance, as well as dealing with the issues you will also reveal your attitude to
the other person. Below we give an overview of characteristics and responses
that reveal a customer-focused attitude towards your colleagues and others, and
those that do the opposite. The differences are small, but the consequences in
terms of effective discussion and co-operation can be immense!
Customer-focused Not customer-focused

- clear and specific: - vague:
‘Can I get back to you on that this afternoon?’ ‘I’ll get back to you on that.’
- always correct: - impatient:

‘Do you have a moment?’ ‘I haven’t got time for that now.’
- understanding: - obstructive:
‘It’s a pity you haven’t got the instructions toat? ‘Well if you don’t know yourself, I don’t see how
hand, but I’ll do my best to help you.’ I’m supposed to help you.’
- quick to take offence:
- helpful: ‘It’s not my fault this hasn’t been organised for
‘I’ll get on to it right away and find out why this you yet.’
hasn’t been done.’
- subservient:
- tactful: ‘The boss isn’t here and he’s the one who deals
‘May I get my boss to call you back about this with this.’
tomorrow?’
- inflexible:
- personal: ‘I can’t help you with that.’
‘Wait a minute, perhaps we could try another
approach.’
Figure 1
Chart of customer-focused/not customer-focused characteristics in conversation and
discussion situations
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Important advice
A customer doesn’t criticise, he has a complaint. View the other person’s
criticism as a customer's complaint.
- dealing with One important piece of advice is consequently that you should never take
complaints complaints personally (I feel insulted; I won’t be threatened; I think your
complaint or criticism is unfounded, etc.) Let the other person make his
complaint in his own words first and help him to do this by giving him your
personal attention (how annoying for you, you were unlucky, you were right to
raise the matter, etc.) Once the initial ‘fury’ has been spent, try to focus the
complaint on the subject about which the person is complaining by spelling it
out and asking about the problems. This way you can prevent the matter from
escalating and reduce the complaint to proportions such that it lends itself to
discussion.
Question 5
List a number of communication breakdowns that can occur in discussion
situations.
10. The problem-solving discussion

The aim in a significant proportion of discussions is to solve a problem.
Obviously no two problems are the same, but nevertheless there are always
common features in the process by which all these different problems can be
tackled. By going through this process we can be more efficient. The most
important thing here is to ask the different questions at the right moment and not
to shelve the problem before the solution has been put into effect.
- problem-solving The logical process of problem-solving is as follows:

process
* Gather the facts
Ask for essential information, such as the what, where, how and why. Ask about
the cause, the nature and the consequences of the problem, and about the
implications of the problem situation for the work, the product or service, and
for the people concerned.
* Define the problem
Try to determine as exactly as possible what the problem is and define the
problem in a single sentence if you can.
Start thinking about what solution will satisfy the employee.
* Analyse the problem
Look up the information you need or consult other people; remember that a
problem will almost always have more than one cause.
* Select a solution
Try to find as many different solutions as possible. If there is only one possible
solution, put it forward. If the other person could benefit from more than one
solution, suggest several solutions. However, do not give too many alternatives
at once (keep it to a maximum of three).
* Put the solution into effect
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Gather facts Identify problem Analyse Solution Implement

• clarify the • ask open questions • search for • suggest • do
procedure about problem information alternative • give instructions
• structure • ask about anything systematically solutions to other people
discussion that is unclear • get • ask for reactions • check that the
• ask targeted • summarise the information • give advice solution has been
questions problem from others • refer put into effect
• check accuracy • work
of information efficiently
Figure 2
Chart of problem-solving skills
Question 6
What are the five steps in the problem-solving process?
11. The staff appraisal and performance review

Why have appraisals? Well, imagine that you do your work year in and year out
and never hear a word about it. Apparently you are not doing anything that
merits appreciation or approval. But similarly there are no areas in which you
could be given tips for improvement and you are not doing anything for which
you could expect a comment or a reprimand. Apparently you are simply doing
your job and that’s all there is to it.
Why are people often so motivated by sport—football or tennis, for example?

It’s because either on their own or with other people they can achieve results. It
- sources of is a game either win or lose, but the result is clear. One of the most important
motivation sources of motivation lies in getting results, turning in a good performance.
We can safely assume that all employees are interested in hearing the extent to
which they are or are not appreciated, the reasons for this, and how—if their
rating is disappointing—they can improve the way they do things.
- staff appraisal These issues can be raised in a staff appraisal discussion, which is usually
unilateral in which the employee is told about the appraisal.
- performance In the interim there can also be performance reviews. Unlike the staff appraisal,
review the performance review takes the form of a discussion. This is a bilateral
conversation in which the input of both parties is important. It covers such issues
as what is going well and what is not, causes, solutions and agreements. A
performance review also often touches on the way both parties function
mutually.
Every employee is entitled to one annual staff appraisal. On the one hand this
keeps him aware of the way in which he is performing. On the other he can put
forward his own views about the positive or negative way that outside factors—
such as information, materials and equipment, working conditions and the
atmosphere at work—affect his performance.
15
He can also bring to his boss’s attention in a formal way his own wishes and/or
comments with regard to his future.
The following aspects apply both to the staff appraisal and to the performance
review.
Appraise or motivate
- objectives of staff In a staff appraisal you can maintain, clarify and deepen your relationship with
appraisal your boss. It is not the work that is the central factor here, but the co-operation.
However, the staff appraisal may never be a reason not to communicate with
each other for the rest of the year. It can also be used to see whether you need
instruction, training or encouragement in particular areas. It helps you see how
you can perform and co-operate better.
It is also possible to examine whether or not you might be suitable for other
work, could take on more responsibility, or could be considered for another job
or possibly a promotion. Finally, the result of the appraisal will give an
indication as to whether your performance is in line with your pay, and whether
it should be adjusted.
To sum up, we can say that both a staff appraisal and a performance review
provide a very useful opportunity to exchange ideas about all sorts of aspects
that that can boost or dampen the employee’s motivation. These discussions
cover far more than appraisal alone.
The essence of an appraisal

A staff appraisal is always a reflection of the relationship between the employee
and his boss, and also of the work, the organisation and how the employee thinks
about himself and sees himself.
The ‘ideal’ discussion cannot be learned from books. It will develop during the
discussion itself through the interaction between the parties to the discussion.
The relationship between employee and boss will govern the way the discussion
goes and what they will accept from each other. If the co-operation between
them is good, they will each be able to say things that the other will accept. If
the two of them don’t get along?, they will certainly have to address this fact.
The essence of an appraisal is therefore actually dictated by the relationship
between the employee and his boss.
The gap between the two in terms of their positions is something that always has
to be taken into account. After all, the boss represents the organisation and its
objectives—particularly in the view of the employee. Some employees represent
only themselves, their own interests and those of their immediate family.
What to appraise
Clear yardsticks are essential for effective appraisal. In other words, it has to be
possible to compare something with something else in order to establish whether
something is above, below or equal to the standard.
16
- appraisal In order to achieve agreement between the appraiser and the person being
yardsticks appraised, the same standards and yardsticks have to be recognised and used by
both of them.
The actual situation and the person’s conduct will have to be assessed in terms
of what the situation and conduct ought to be. Because the supervisor’s tasks,
responsibilities and powers are different from those of the employee, his view of
how things are and how they should be will probably be different too.
- four views There can be four views in a staff appraisal and a performance discussion:
1. what does the supervisor want: how should things be?
2. what does the employee want: how should things be?
3. how does the supervisor view the actual situation: what is the situation?
4. how does the employee view the actual situation: what is the situation?
If there are few differences between what the boss and the employee desire or
consider to be the case, the staff appraisal is unlikely to run into many snags.
However, if there are significant differences between the two of them, it will be
necessary to examine and solve a number of problems during the discussion.
In this case the appraisal will only be motivating if the views of both the boss
and the employee are given equal weight in the discussion and given serious
attention. The effects of the discussion will have to be put into practice. The staff
appraisal also often turns into a problem-solving discussion and it should always
be motivating.
A staff appraisal must never be allowed to turn into a bad news discussion, even
though the boss may have to criticise the employee—who will perceive this as
being given bad news. A capable supervisor will always know the difference
between a motivating discussion and a bad news discussion, and will also be
able to manage both these types of discussion.
Question 7
What are the aims of a staff appraisal?
17
12. Tips for effective discussion

The points set out below are important if work discussions, work reviews and
staff appraisals are to be carried out correctly and, above all, pleasantly.
- Speak clearly, listen attentively and look at the other person. Do this
regularly throughout the discussion.
- Show interest in the other person, even if the other person is angry (‘I do
understand... yes, of course...’).
- Use understandable language and only use jargon that the other person is
familiar with.
- Don’t say ‘I don’t know what you’re talking about’ or ‘I don’t remember
that’. Instead, say ‘I’ll find out for you’.
- Reinforce (‘Yes, indeed ... that’s quite clear’). This lets the other person
know that you understand and he will perceive this as a reward.
- Repeat what the other person has said. This prevents misunderstandings and
forces you to pay attention and listen carefully.
- Do not regard a question as an attack.
- Allow colleagues the room/space? to make suggestions of their own. This is
probably one of the most important pieces of advice, particularly if the other
person is angry. Ask, ‘What would you suggest?’ Participation gives a sense
of power, and having power makes a person feel good. This is an immensely
effective tool and a particularly useful one when the discussion is
threatening to become difficult. You could, for instance, say, ‘Would you
like to discuss this now or later?’ ‘What do you think would be the best way
to tackle this problem?’ and so forth.
- Apologise if you have kept someone waiting, even if you couldn’t help it.
You will find that you have less angry people to deal with.
- Right to privacy. Always be aware that people in the immediate vicinity
could listen in. Some of the information about employees held by the
personnel department is strictly confidential. You must not talk about
confidential information with someone where other people could overhear
what is being said.
- If you pass on or receive important information, always make a note of the
following points:
- the date of the discussion;
- the name of the employee;
- full details of the information or the problem;
- how and by whom the problem was solved.
18
Summary
A work discussion is a way of letting the members of the group talk about the
current work, about overhauls, about co-operation in the group and about the
department’s results. It means that every employee gets the same information
and is given the opportunity to contribute his own special skill and expertise. A
work discussion that deals with routine day-to-day work is called a work review.
Periodic discussions about co-operation, problems and results involving the
whole group are called work discussions.
There are five steps by which we can arrive at a decision—from defining a

problem to implementing the solution to the problem. Participation can take
place at five levels: from being informed (awareness) through to actually
organising various things to do with the work (making decisions).
Good preparation by all those involved and by the leader of the work discussion
is an important precondition for a successful work discussion. Work discussions
are a special form of customer-focused co-operation in a group, in which all
communication, co-operation and discussion skills can be used. The outcome of
work discussions is very important to day-to-day performance in the work
situation. Work discussions can contribute to improvement of the quality of the
work done and the efficiency, to making better use of everyone’s capacities and
to better team spirit.
One-on-one discussions, such as the problem-solving discussion, the staff

appraisal and the performance discussion, can also contribute to a better
approach to problems, to the way the work is done, to motivation and to
involvement in the work.
19
Test
Exercises
Do not send in your answers for correction
1. Give two reasons why participation is necessary.
2. List a number of subjects that might be discussed during a work discussion

about co-operation.
3. Which five steps in decision-making can come up when solving problems

during work discussions?
4. Which five factors have an influence on the effectiveness of a work

discussion?
5. List three main points that the chairman/leader has to consider when
preparing for a work discussion and give examples of what comes under
each heading.
6. What are positive and negative discussions?

How do you recognise them?
7. Give a number of characteristics and reactions of a customer-focused and a

non-customer-focused attitude towards colleagues and others.
8. Which four views may there be during a staff appraisal?
9. Briefly list the eleven points for an effective work discussion.
Answers to the questions in the lesson

1. A work review is a discussion about the work in hand. This is often a daily
talk about planning, work allocation, inspections etc. A work discussion is a
form of group consultation. The subject of a work discussion is co-operation
or policy. This discussion will continue over a longer period and is intended
to have an effect on co-operation and/or the development of a policy.
2. We can identify the following five levels of participation:

1. being informed: the decision is discussed with the employees before it is
put into effect, in the sense that the decision is explained by the
management.
2. contributing ideas: before the final decision is taken, the management
has it reviewed by the employees to make sure that its view is the right
one and that nothing has been overlooked.
20
3. taking part in the discussion: the employees are involved in the decision-
making process before the process of forming an opinion is completed,
and they join in the discussion about the drawing up of criteria that the
solution will have to meet.
4. sharing in the decision-making: the employees also go through the steps
of 'getting the picture', forming an opinion and decision-making—in
other words they are involved in the whole decision-making process.
5. making decisions: after explaining the problem, the management
delegates all responsibility for taking the decision to the employees.
3. Guidelines for participants in work discussions include:

* Own input:
- take part in the discussion in the early stages;
- speak if you have something to say;
- provide information and ask for information;
- confine yourself to suggesting solutions in the early stages;
- vary the nature of your contributions.
* reactions to other people’s input:
- target the problem, not the person;
- be tactful and tolerant;
- make your contribution to the discussion spontaneously, but without
interrupting other people.
* keep to the point:
- keep an eye on the time when you are speaking, and do not talk
about a number of different points at the same time;
- underpin your argument with solid facts;
- use language that everyone can understand;
- make sure that your contribution is clear.
4. Work discussions should have the following effects:

- the work will be done better;
- the available time will be used more efficiently;
- the best possible use will be made of the knowledge, abilities and
experience of all the employees;
- there will be effective communication between the members of the
group;
- there will be greater involvement in the work;
- there will be a change in management style—a reduction of the distance
between management, bosses and employees.
5. Some of the communication breakdowns that can occur in the discussion

are:
- not listening to the other person;
- not understanding what the other person means;
- formulating points badly;
- being unclear;
- disturbances from the surroundings.
21
6. The five steps in the process of problem-solving are:

1. Gather the facts
- ask for essential information, and ask about the cause, the nature
and the consequences of the problem.
2. Define the problem
- try to determine as exactly as possible what the problem is and
define the problem concisely.
3. Analyse the problem
- get all the information you need; remember that a problem may
have more than one cause.
4. Select a solution
- list the different solutions; cut the list down to just a few before
selecting one.
5. Put the solution into effect
- this can involve giving instructions.
- check that the solution has been put into effect.
7. The objectives of a staff appraisal are:

- you can maintain, clarify and deepen your relationship with your boss;
co-operation is the central factor here;
- in a staff appraisal you can discuss whether you need instruction,
training or encouragement in particular areas;
- it is possible to examine whether or not you might be suitable for other
work, could be considered for another job or possibly a promotion;
- the result of the appraisal will give an indication as to whether your
performance is in line with your pay, and whether it should be adjusted.
Answers to the exercises

1. Two arguments as to why participation is necessary are:
1. Money and security are not the only things that affect people’s
motivation. People want to contribute their skill and take responsibility,
and they want to talk about any changes in their own area of work.
2. Educational levels have improved; better education means that people
are prepared to speak up and they want to be involved in taking
decisions.
2. Some of the subjects relating to co-operation that can crop up during work
discussions are:
- allocation of work;
- staffing of the group;
- quality;
- safety;
- instruction;
- support;
- holiday entitlement;
- working conditions.
22
3. The five steps in decision-making that can occur when solving problems
during work discussions are:
1. defining the problem: the problem has to be clearly defined and
understood by all those concerned.
2. 'getting the picture': all the information relating to the problem must be
shared in order to complete the ‘picture’ of the problem.
3. forming an opinion: deciding on the criteria that the solution has to
satisfy, and then looking for the different options there are for solving
the problem.
4. making the decision: deciding what the best solution to the problem
will be.
5. implementation: putting the chosen solution into effect.
4. The following five factors have an influence on the effectiveness of work

discussions:
1. familiarity with the objectives of the discussion.
2. the size of the group.
3. the boss’s management style.
4. the preparations for the work discussion.
5. acceptance by the group.
5. The three main points that the chairman/leader has to consider when
preparing for a work discussion are:
a. procedure: objective of work discussion, agenda, discussion timetable,
preparing minutes.
b. people: everyone invited, analysis of the participants.
c. facilities: aids, equipment, room and refreshments.
6. Positive discussion is looking for the solution to a problem or improving co-

operation by means of good communication.
Negative discussion is discussion where people are looking for the other
person’s weaknesses; misleading the other person and foot dragging are
among the tactics that may be used.
Positive or negative discussions can be recognised from the way people are
communicating, for instance:
- is someone listening carefully, or paying no attention?
- is the information being given correct or deliberately misleading?
- how is the opinion arrived at?
- is the decision-making process thorough, or is it rushed or enlessly
prolonged?
- is the other person accepted, or is there any sense of humiliation or
threat?
- is there a struggle for ‘power’ and ‘leadership’.
23
7. Characteristics and reactions:

Customer-focused:
- clear and specific;
- always correct;
- understanding;
- helpful;
- tactful;
- personal.
Not customer-focused
- vague;
- impatient;
- arrogant;
- touchy;
- subservient;
- rigid.
8. There can be four views in a staff appraisal:

1. what does the supervisor want: how should things be?
2. what does the employee want: how should things be?
3. how does the supervisor view the actual situation: what is the situation?
4. how does the employee view the actual situation: what is the situation?
These views reflect from the supervisor’s and the employee’s perspective
what the situation and conduct ought to be and what it actually is.
9. The eleven points for effective work discussion are, briefly:

1. speak clearly, listen attentively and look at the other person.
2. show interest in the other person.
3. use understandable language.
4. be helpful/ready to look for a solution; offer help.
5. show that you understand the other person.
6. repeat what the other person says.
7. do not regard a question as an attack.
8. give other people room to make suggestions of their own.
9. apologise if you have kept someone waiting.
10. respect the right to privacy.
11. when you deliver or receive important information, always make a note
of the date of the discussion, the name of the employee, full details of
the information or the problem, and how and by whom the problem was
solved.
24
Problems and assignments

Answer and send in for correction
1. Indicate which discussion situations you are involved in.

- Make a distinction between work reviews, periodic work discussions
and one-on-one discussions;
- List any other forms of discussion in which you are also involved.
2. What subjects can be covered during regular work discussions?
3. How do work discussions progress in your group? List at least three points
that could be improved.
4. What attitude do you adopt during a work review, work discussion or staff
appraisal?
Compare your attitude with the six forms of:

- communication breakdowns;
- customer-focused and non-customer-focused attitude.
What conclusions can you draw from this?
5. Five levels of participation are described in section 4 ‘Participation’.

Which factors determine the level of participation?
6. What objectives may a staff appraisal have?

Why are appraisal yardsticks necessary in a staff appraisal?
25

Social Skills: Work Discussion

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02.08.

Contents of the lesson

Why do we have participation?

How the work discussion came about

Types of work discussion

In this lesson we will be discussing the following aspects of the group

A. The work review

B. The work discussion

Work discussion on co-operation

C. Work discussion on policy matters

The essentials of a work discussion lies between:

Step one: the problem definition

Step two: getting the picture

Step three: forming a opinion

Step four: making the decision

Step five: implementation

- participation We can identify the following participation levels:

C. taking part in the discussion

D. sharing in the decision-making

The extent of participation depends on the subjects under discussion, the

5. Factors that have an effect on work discussions

6. Preparing work discussions

The following applies to taking part in a work discussion.

7. Guidelines for participants in work discussions

Reactions to other people’s input

Keep to the point

8. Effects of work discussions

Good work discussions will have the following effects:

In negative discussion, it comes down to power or guile and the ability to

9. Discussion and co-operation

Customer-focused Not customer-focused

- always correct: - impatient:

10. The problem-solving discussion

- problem-solving The logical process of problem-solving is as follows:

Gather facts Identify problem Analyse Solution Implement

11. The staff appraisal and performance review

Why are people often so motivated by sport—football or tennis, for example?

The essence of an appraisal

12. Tips for effective discussion

There are five steps by which we can arrive at a decision—from defining a

One-on-one discussions, such as the problem-solving discussion, the staff

1. Give two reasons why participation is necessary.

2. List a number of subjects that might be discussed during a work discussion

3. Which five steps in decision-making can come up when solving problems

4. Which five factors have an influence on the effectiveness of a work

6. What are positive and negative discussions?

7. Give a number of characteristics and reactions of a customer-focused and a

8. Which four views may there be during a staff appraisal?

9. Briefly list the eleven points for an effective work discussion.

Answers to the questions in the lesson

2. We can identify the following five levels of participation:

3. Guidelines for participants in work discussions include:

4. Work discussions should have the following effects:

5. Some of the communication breakdowns that can occur in the discussion

6. The five steps in the process of problem-solving are:

7. The objectives of a staff appraisal are:

Answers to the exercises

4. The following five factors have an influence on the effectiveness of work

6. Positive discussion is looking for the solution to a problem or improving co-

7. Characteristics and reactions:

8. There can be four views in a staff appraisal:

9. The eleven points for effective work discussion are, briefly:

Problems and assignments