Mostrando entradas con la etiqueta desempeño laboral. Mostrar todas las entradas
Mostrando entradas con la etiqueta desempeño laboral. Mostrar todas las entradas

martes, 11 de febrero de 2014

5 manera de manejar como un profesional malas evaluaciones de desempeño

5 Ways To Handle A Bad Performance Review Like A Pro



Business Insider

NEW YORK (MainStreet) — Even if you tried your best to impress your managers and meet your quotas last year, nobody's perfect. If a less-than-stellar performance review is in your future — or sitting on your desk — resist the urge to tell management where to get off. Instead, handle it like a professional and you can walk away from the conversation with big brownie points from the boss. Our experts weigh in on the top five ways to handle a negative review.

1. Stay calm.

The first thing for an employee to remember before a performance review is to remain calm and collected, says Scott Fitch, division president of Insperity Performance and Organizational Management.

"No one benefits from getting upset or losing his or her temper," Fitch says. "Like any meeting, an employee should prepare before the performance review by making a list of accomplishments. Be ready to discuss areas of success and opportunities for improvement. If an employee takes an honest, critical look at the year's performance, a lot of surprises may be eliminated during the meeting."

Regardless of how you really feel about your review, the only answer when getting feedback is to say 'Thank you' and to take some time to digest it before responding further," explains Suzanne Peterson, associate professor at the W.P. Carey School of Business at Arizona State University.

"The minute you argue with the feedback or appear defensive, you gain the labels uncoachable, un-self-aware or too emotional. These labels can damage your overall reputation," Peterson says. "You must become known as someone who is perceived as taking feedback well, regardless of its validity."

2. Have an open dialogue.

Long gone are the days a supervisor spoke and the employee simply listened, Fitch explains. Both individuals have a responsibility during the review process to address concerns candidly and help build a more productive work environment.

"Employees should appreciate feedback. It's a way to grow and improve. If they misread criticism or become defensive, it's a wasted opportunity," he says. "With any communication, transparency is key."

To get the dialogue off on the right foot, employees shouldn't act surprised if they know they didn't hit the mark, says Morag Barrett, CEO of SkyeTeam, an international HR and leadership development firm. It's best just to own up to it.

"You should always come to a performance discussion prepared to participate in the conversation. Bring examples of your accomplishments, and expect to be asked about things that didn't go so well," she says.

Also, don't forget that your review is a great time to ask for help if you need it. Now is not the time to be a victim, Barrett says.

"Leave the conversation with a clear understanding of what your boss expects from you, and what you can expect from your boss," she says.

3. Show you're willing to learn from your weaknesses.

Sometimes it can be humbling for individuals to admit their weaknesses or areas in which they have struggled, but managers are likely to appreciate their willingness to improve, says Angelo Kinicki, management professor at the Carey School.

"Whether you are asked or not, come to the review prepared to discuss both your achievements and your missed objectives," Kinicki says. "For those areas in which you underperformed, prepare ideas about what went wrong and how you will get your performance back to acceptable levels. If you think some type of training or coaching is needed, ask for it."

During the review, employees should develop a plan with their manager for how to improve and begin setting monthly, attainable goals as to how those improvements will be executed, says Tom Gimbel, president and CEO of LaSalle Network, a Chicago-based staffing firm.

"While it's important that employees set high expectations for themselves, it doesn't do any good to over promise and under deliver. Employees should be honest with their manager on what is a manageable list of achievements and improvements that can be made," Gimbel says.

4. Don't make excuses.

If something in the system or organization prevented you from achieving your goal, it's OK to talk about that, but be careful not to pass the buck, Barrett says.

"For example, if you were tasked with delivering a program but the online resources you were supposed to use crashed, then just say something like, 'Unfortunately the online resource wasn't available, and I'm continuing to work with that group to find a solution.' This statement explains that the issue was not with you, and shows that you are doing something about it."

A manager does not want to hear one excuse after another from an employee, but rather that you understand the situation and that you're taking the right steps to improve in the future, Fitch says.

Ideally, you should feel comfortable talking about what went wrong without sounding overly defensive, Kinicki says, adding that "Managers like employees to take ownership."

Overall, it's best to avoid any sugarcoating and be honest, Gimbel says.

"Don't just talk about weaknesses; have a plan in place to fix them," he says. "Don't bother making excuses for what went wrong — own it and see it as an opportunity for improvement."

5. Ask for regular, consistent feedback moving forward.

If your negative review came as a surprise, it's a sign you're not getting the feedback you need from your managers on a weekly or monthly basis. While reviews are great, conversations about performance should happen regularly, Gimbel says.

"If an employee isn't receiving feedback, they should ask for it. Reach out to managers and ask if there was a better way of handling a certain situation immediately after it happens. Ask where your latest project needed improvement," he says. "Feedback is the only way to grow professionally."

Also, keep in mind that not everything you get critical feedback on requires action, says Shawnice Meador, director of career management and leadership development for MBA@UNC.

"It is important for you to grasp everything that really makes a difference and have a plan of action on how to continually grow and improve," Meador says.

While some feedback will warrant immediate action for you to be successful in your role, other feedback is considered "white noise": good to know, but not always relevant to succeeding in your current role.



Read more: http://www.mainstreet.com/article/career/employment/5-ways-handle-bad-performance-review-pro#ixzz2sN3ySn1H

martes, 5 de noviembre de 2013

Pasar álgebra avanzada está correlacionado con mejor desempeño académico

Will Studying Math Make You Richer?

A Fed study says yes. You should be smart enough to be skeptical—especially if you studied math.
The Atlantic

Students who advance further in high school math have higher wages and are less likely to be unemployed, according to a new study from the Cleveland Fed. So when Noah Smith and Miles Kimball say there is a "math person" in all of us, listen up.



The study shows that advancing past Algebra II correlates strongly with finishing high school, graduating from college, and thriving in the workforce. Here's your money chart, with "low-math" students to the left and "high-math" students to the right. 
This finding (relatively simple as it is, since Algebra II isn't particularly advanced) sits comfortably with a 2001 finding that more-advanced math courses in high school went on to get higher levels of education.
Before you run out to petition your local government to require each graduating high school student to become a calculus pro, I should warn that even the economists behind these reports are cautious about their implications. "It would be a mistake to require all students take calculus," say Heather Rose and Julian R. Bett, the authors of the "Math Matters" paper whose key graph is excerpted above. First, it's not clear our high schools have the teachers necessary to meet that demand for calc. Second, if we force highly advanced math courses on all students, we might be encouraging some students to drop out while the struggling students who remain encourage teachers to water down the work required to complete those courses.
Furthermore, to preempt the inevitable comment-section remark, correlation is not causation. The fact that advancing in math is tied to better labor outcomes could mean all sorts of things, including, but not limited to:
(1) It's causation, plain and simple: Math totally makes you rich. Do you want to be rich? Study math. It will give you skills for which you will be rewarded with higher wages in practically every industry, because math skills are inherently valuable and having them make you more valuable. 
(2) Relax, it's just correlation: Taking lots of math is a sign that you're a smart student, and smart students tend to earn more money, whether or not they love math. As Peter Coy puts it:
It could be that people take more math in high school because they’re smarter than classmates who go equally far in their education, are harder working, or both. They succeed in their careers because of those qualities, not because they know that the derivative of cos(x) is -sin(x)."
(3) It's a little bit of both: Within the pool of smart kids, those who take lots of math tend to want, or are eventually drawn to, the kind of jobs with high wages, and smart kids who take lots of English classes (e.g.) tend to want, or are eventually funneled toward, jobs with lower wages, even if they're just as "smart." 
This is the most complicated interpretation, but also the one that maps onto my personal experience. Students who show an interest in math and related fields are often drawn into an orbit of higher-paying job opportunities, like finance and consulting. That means that, if you're smart, it does matter whether you take advanced math courses, inasmuch as higher-paying jobs in finance, consulting, marketing, accounting (you know, business) require math skills, while other jobs in government, non-profits, and journalism, are populated by decently smart people who (a) aren't trying to maximize their income and (b) wouldn't have been helped much with math in their current jobs. In other words, the "math-->riches" equation is a little bit of causation and a little bit of correlation.
Update: (4) The underlying variable is income: Students from higher-income families in higher-income areas (who are more likely to get into better colleges and have access to well-paying jobs) are more likely to go to well-funded schools that compete for the best and brightest students, which means they're more likely to not only offer calculus but also build a culture of calculus-takers staffed with good teachers to make the material accessible.