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Identifying Causes of Performance Gaps

Sharon Fisher HRD Press, Inc. PDF
Identifying Causes of Performance Gaps

After you have collected and analyzed performance data and concluded that there is a performance gap, the next step is to determine the most likely causes of the gap. It is important to determine the causes of performance gaps because solutions fail if they are selected to treat only visible symptoms, rather than the underlying causes. When you identify root causes of a problem, you are much more likely to significantly reduce or eliminate the problem.

Once you have identified why the performance gap exists, you will be able to determine whether non training or training strategies for closing the gap are appropriate.

Gap Analysis: Two StepsTo identify the causes of performance gaps, follow these steps:
Step 1: Determine the extent of the problem.••Identify the magnitude.Identify trends.
Step 2: Pinpoint the reasons for the gap.••Identify possible reasons for gaps. Select most likely reasons. The following pages explain each of the steps used to identify the causes of performance gaps. See All Chapters
Medium 9780874259698

38 Meeting Monsters

Glenn Parker HRD Press, Inc. PDF


Meeting Monsters


1. To identify the types of behaviors that disrupt team meetings.

2. To develop tactics for dealing with problem behaviors in team meetings.


10 to 20 people.

Time Limit

60 to 90 minutes.

Physical Setting

Chairs around a conference table or tables arranged in a U-shape. As an alternative, three or four sets of tables and chairs are spread out around the room so that people can sit in teams of four or five members.

Materials and Resources

1. Copy of Exercise 38.1 for each participant.

2. Overhead transparency of the exercise.

3. An overhead projector, screen and three transparency pens.



Open the session with an explanation of the objectives of the activity.

2. Distribute the exercise and briefly review each of the “monsters.” Divide the group into three subgroups and give each group a transparency of one of the pages of the exercise and a transparency pen. Each group is asked to come up with ways of dealing with the three monsters on their page. They should write their answers on the transparency. Allow 20 to 30 minutes.

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Medium 9781599963525

Activity 13: Fact or Fiction?

Sue Bishop HRD Press, Inc. PDF

13 Fact or fiction?



This is a simple exercise in logic and inference that enables participants to understand the ease with which assumptions can be made, based on insufficient factual information and the consequences of acting on such assumptions.

By the end of this activity, participants will:

• Be aware that it is very easy to “read between the

lines” and make assumptions about people and situations that have no basis in fact.

• Understand the dangers of making assumptions.

• Be able to guard against communication

breakdowns due to false assumptions.



Any number; suitable for basic communication or interpersonal skills courses

60 minutes


One copy of Handout 13.1 for each participant



Step 1: Explain the procedure and timing of the exercise.

• The group will be divided into pairs (form one triad

if there is an odd number of participants). Each participant will be given a copy of Handout 13.1.

• Allow a few minutes for everyone to read the first

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ACTIVITY 19: Collaborative Teaming

Peter Garber HRD Press, Inc. PDF


Collaborative Teaming


To review how important collaboration is to teamwork


This activity involves a discussion concerning the relationship between collaboration and teamwork and how important each is to the other.


30 minutes


None required


1. Introduce the activity by explaining that collaboration represents a different level of teamwork.

2. The focus needs to be on ensuring that the following collaborative teaming concepts are included in the process:

Team effort

Mutual interest

Two-way communications

Sharing information


3. Ask participants if they believe it is possible to be on a team and not feel that these concepts are present.

4. Ask participants if they have ever been on a team where these concepts were not present.

5. Discuss what problems or obstacles to the team process the lack of collaborative factors caused and how ensuring that these collaborative factors are present in future teams can improve the process.

6. Emphasize that collaborative teams need to ensure that these critical factors are present.

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What Causes Conflicts?

Lois Hart HRD Press, Inc. PDF


What Causes Conflicts?

Some causes of conflicts can be very simple. It is 5:30 P.M.

Ted has been at work since 7:30 A.M. and was too busy to stop for lunch. He gets a phone call from one of his project managers who raises a new pr oblem. Ted’s reaction is strong.

He cuts off the manager and slams down the phone.

It is not like Ted to behave so curtly, but his reaction has caused a conflict. Why? Ted is hungry! What he needs most is food, not another hour at work!

Other conflicts are more complex and their causes are harder to decipher. Jane is a new employee who feels left out and confused. This is her first professional job. After three weeks on the job, she has not produced much work. Her new boss is frustrated and upset with her. He wonders when she will begin to produce.

Jane recognizes that there are several causes to her conflict.

She suspects she does not have all the information she needs to do her job well. She thinks her new boss assumes she knows more than she really does. She also is passively waiting for others to fill her in on what she needs to know.

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