This activity, though, serves as a great demonstrator that we really are NOT very good with clarifying our expectations, NOR are we very good at coaching people toward a higher level of performance! To that end, I'd like to share the ABCD's of performance expectations with you.
A= Audience (To whom is this instruction being directed?)
This is usually indicated by function, such as the manager,the salesperson,or the customer service rep.
B=Behavior (the performance expected)
Use active verbs such as toss (a ball), edit (a report), or operate (a forklift).
C=Conditions (conditions under which a person will perform the task/s)
What will the performer be allowed to use or not be allowed to use? For example:
*Using a checklist
*With a calculator
*With the aid of a flow chart
D=Degree (the standards of criteria)
These standards are usually expressed in terms of quality, accuracy, or speed. These may be such things as:
*In few than ten minutes
*According to legal regulations
*For fifty yards or more
So you're the boss (again!). You're meeting with me (a receptionist). I'm a brand new employee and the ONE THING you need me to know is how to go about answering the phone at XYZ Company (a company of 500 employees). Using the model above, what might you say to me?
Be sure to DIRECTLY FOLLOW the ABCD Model in your response:
A=Your New Receptionist
(Note: Your response to A is already done. responses to portions B, C, & D need to be more than a sentence or two. And respond to this activity as if you are talking directly to me, your new employee.)
You are to answer the phone by the fourth ring, saying clearly and with a upbeat tone of voice, "Thank you for calling Jackson Enterprises, how may I direct your call?" You may put the caller on hold while you look up the extension to forward the call. After 15 seconds (and every 15 seconds thereafter), you are to ...
Specific clear examples given for behaviors, conditions and degree.