Setting Goals to Monitor Progress

Ken: Once Tim and I had agreed on the six areas everyone should focus on in a fitness program, and determined my development level in each area and the appropriate leadership style (help) I would need, it made sense for us to initiate an evaluation process. Why? Because goal accomplishment involves moving from an actual level of performance to a desired level of performance. Your actual level of performance at the beginning of any program is referred to as baseline data.

An important truth I've learned over the years is if you can't measure something, you can't manage it. Gathering observable, measurable baseline data from Tim in the fitness area and from Dr. Rice in the medical/physical area would not only permit us to set goals—the first secret of The One Minute Manager—but also allow us to monitor progress. Monitoring progress is key. Once goals were set, we would be able to observe my measurable results so that initially Tim could praise my progress and, if appropriate, change the leadership style he was using on a particular area. Eventually the goal would be for me to praise my own progress. After all, the second secret of The One Minute Manager is One Minute Praisings.

Monitoring progress would also allow Tim to redirect my efforts when progress was not being made. The third secret of The One Minute Manager is One Minute Reprimands, which today we prefer to call One Minute Redirects. When redirection is appropriate, it might signal a need to move backward through the Situational Leadership® II curve from an S3—Supporting to an S2—Coaching leadership style. On only a rare occasion—possibly when an injury occurs— would there be a need to move from an S4—Delegating style where the person had been a D4—self-reliant achiever back to an S3—Supporting style because the person was once again a D3—capable but cautious performer. At the same time, seldom would you find a D2—disillusioned learner reverting back to a D1—enthusiastic beginner requiring a movement from an S2—Coaching style back to an S1—Directing style. The only example I can think of for this would be if someone were completely frustrated with their progress and wanted to start over again at square one.

The reason all this is important for Tim's and my situation is that there are three aspects of managing performance:

1. Performance planning—where clear, observable, SMART goals are set, development level is diagnosed on each goal, and then the initial match of appropriate leadership style to use with each goal is determined.

2. Day-to-day coaching—where Situational Leadership® II is put into action by observing performance and delivering either praise or redirection, as well as potentially changing the leadership style being given.

3. Performance evaluation—where it is determined whether or not success was achieved. In other words, was each goal accomplished?

The step that is usually given the least focus is the second one—day-to-day coaching. People set goals and then work to accomplish them, but without day-to-day coaching, unless a person is a D4—self-reliant achiever on a goal or task, goal accomplishment will not be possible.

Fortunately, day-to-day coaching through an understanding of Situational Leadership® II, with Tim as my coach, was central to both of us accomplishing our goals—Tim's of being able to write a book about our successful fitness journey and mine of becoming fit again.