Attention Deficit Hyperactivity Disorder (ADHD) in the Workplace

Managers often have employees who are a challenge to motivate. Consider a scenario where you tell an employee that his or her performance is not up to standard. You take the time to meet with the employee to discuss actions to improve his or her performance, but no matter what you do, the employee continues to make the same mistakes. You may form the opinion that the employee is careless, lazy, or non-motivated.[1] However, this assumption may be incorrect your employee could simply have a brain dysfunction, such as Attention Deficit Hyperactivity Disorder (ADHD).






Image: sd619






This article explores elements of ADHD in order to help managers optimize the performance of these workers. Very often, when there are attempts to accommodate a specific group of people within an organization, the results have a positive impact on the entire workforce. While adopting these tools will benefit the ADHD employee, the managerial practices required to implement these tools should have a positive effect on all of the organization’s employees. Although this article focuses on the difficulties ADHD adults encounter in the workplace, it would be a disservice to ADHD adults to present this information solely in a negative light. ADHD adults bring many positive attributes to the workplace; they can be highly intelligent, creative, and outside-the-box thinkers. They may also have high energy levels, be very persistent, and take risks.[2]

ADHD and the Law

Title I of the Americans with Disabilities Act of 1990 (ADA) prohibits all employers with 25 or more employees (15 or more prior to July 1994) from discriminating against individuals with disabilities who are otherwise qualified in the application, hiring, firing, advancement, and other conditions of employment.[3] Although the ADA does not specifically list ADHD or other related brain dysfunctions as disabilities, it provides the following criteria for determining who is a person with a disability:

  • Has a physical or mental impairment that substantially limits one or more life activities;
  • Has a record of such an impairment; or
  • Is regarded as having such an impairment.[4]

As a result, some people with ADHD may have a disability, while others may not. Most courts have ruled that ADHD is a disability because it does impair one or more major life activities.[5]

There are many ways to treat ADHD, such as with medication, behavior intervention, and counseling.[6] There may be implications for the employer’s health benefit costs, medical leave policies, and other legal issues. This article focuses on helping managers and supervisors deal with the uniqueness of ADHD adults, rather than the diagnostic and medical treatment of ADHD.

ADHD Characteristics

Studies show that 5 to 8 percent of children in the United States have ADHD[7] and that up to 60 percent of these children will exhibit ADHD symptoms well into adulthood.[8] Many ADHD adults live most of their lives not knowing what is wrong with them.[9] They encounter difficulties in all facets of their lives and are sometimes unable to understand the problems they face. Lacking an ADHD diagnosis, these adults think there is something wrong with them, and since they do not know what, they internalize the prescribed flaws others assign to them, specifically that they are unmotivated, careless, reckless, and unreliable. However, it is neither laziness nor lack of motivation that hinders these adults.

ADHD adults live in constant turmoil because of the way their brains function. They have difficulty organizing work, sustaining attention, avoiding distractions, and remembering things.[10] However, under certain circumstances, their brains function quite clearly, which only adds to their confusion “Why does my brain not work sometimes?” Because of the inconsistency associated with these ADHD impairments, parents, teachers, bosses, and even mental health professionals experience confusion, and may see these contradictory behaviors as flaws.[11] Brain functioning is not something that can be turned on or off at the whim of an individual, however.

When we take tests in school, the instructions often advise us to skip over the questions we do not know the answer to and return to them later. For ADHD adults, there is no later. If the answer is not there when they read the question, it may not come to mind later on, and the harder an ADHD person tries, the deeper the answer seems to be buried to the point of being inaccessible.[12] However, as soon as they turn in the test, the answer may well pop into their brain. This difficulty in concentration is not restricted to test taking, but extends to job demands, family pressures, and other social expectations. Problems arise because a parent, teacher, associate, or boss misinterprets this lack of concentration as misconduct.[13] Although these difficulties are common among ADHD adults, it is rare that any one individual will display all of them.[14]

Managing the ADHD Employee

Under ideal conditions, the ADHD adult will have received a diagnosis and some intervention prior to entering the workforce. However, as previously mentioned, many adults are not diagnosed until later in life; in some cases, not until well into their 80s.[15] In other cases, the adult may never receive an ADHD diagnosis. In addition, because there is a negative stigma attached to ADHD, a worker with a documented ADHD disability may never mention the disability to his or her boss and simply try to do his or her best without asking for any accommodations.

The suggestions below are also useful for employees who exhibit the symptoms of ADHD without necessarily having the diagnosis. For example, many workers have difficulty with time management, regardless of whether or not ADHD is a factor. The recommendations for dealing with time management issues will benefit those workers, as well. It is imperative that managers do not attempt to diagnose a worker as having ADHD, but they can make suggestions to assist the worker in overcoming job deficiencies as they arise, as they would any other employee.

1. Short attention span is a classic symptom of ADHD .[16] These individuals have difficulty maintaining concentration and are often distracted. At times, the ADHD person can concentrate for sustained periods, for example, when the project is new, highly stimulating, interesting, or frightening.[17] However, ADHD adults may be quite interested in something and still not be able to concentrate.

ADHD adults have difficulty tolerating a set routine and constantly seek new stimulations. They get bored easily, especially if the work is repetitive and routine even if the work was initially exciting to them. “Repetitive” does not mean doing the exact same thing every time; however, it is often more complex than that.

Recommendation: A change in schedule, a break in the routine, or a job where the employee can do something more stimulating will keep these employees on top of their games.[18]

2. Distractibility has to do with an ADHD person’s hypersensitivity to the environment.[19] Most people can block out the environmental noises that surround us, such as traffic, the whir of a fan, or someone sitting near us breathing noisily. ADHD adults are more sensitive to these noises and other stimuli in the environment. Unlike others, ADHD adults are not always able to block out external distractions, even when reading a book for pleasure.[20] While reading, the minds of ADHD adults may drift off to some totally unrelated topic, with no logical explanation for the transition.

Recommendation: Encourage ADHD employees to have quiet workspaces by:

  • Closing their office doors
  • Moving their offices to low-traffic areas.[21]
  • Moving their inboxes outside of their offices
  • Asking all employees to wear headsets when on the phone

Nonetheless, it is important to acknowledge that it is impossible to eliminate external distractions altogether.

3. Hyper-focusing causes ADHD adults to get so focused on a task that they become oblivious to everything else.[22] Often, ADHD adults will miss meetings, lunch, or other appointments without realizing it until it is too late.

Recommendation: Break tasks into manageable chunks and set an alarm to ring at pre-determined times to rouse the employee from the hyper-focused state.[23] The alarm must be outside of arm’s reach and must be loud enough to demand the employee’s attention, or they may ignore it.

4. Hyperactivity can make ADHD adults feel trapped, especially if their job is sedentary.[24] Any activity that gets the employee moving during the day will benefit that employee’s performance.[25]

Recommendation: Encourage the employee to take several short breaks throughout the workday. Sometimes, just getting up to get a cup of coffee or make copies can constitute enough movement to help the hyperactive adult cope with a sedentary job.

5. Memory problems are common amongst ADHD individuals.[26] Sometimes, it appears that these memory problems are associated with lack of motivation or irresponsibility. At other times, it might appear that the worker can remember information without any problem.

Recommendation: Follow up all oral conversations with emails so that the employee will have written records. In addition, encourage the employee to explore memorization techniques and practices, such as carrying a day planner, writing everything down, and taking notes in meetings.[27]

Unfortunately, however, carrying a day planner does not guarantee that ADHD adults will remember to read their notes.






Photo: Sharon Dominick






6. Time management can be a problem for anyone, but for ADHD adults time management can be a devastating hazard. ADHD employees have difficulty organizing their time, projects, and long-term goals,[28] or always seem to be running late. Even when they plan to arrive early, unforeseen events like a ringing phone or an interruption by a colleague while they are walking out the door can contribute to habitual lateness.

Recommendation: Sustained attempts to arrive early (as opposed to on time) and remain focused in the face of intermediate distractions will help the ADHD adult arrive on time. It is better to arrive early for an appointment, and have some work to do while you wait, than try to complete the work before leaving and end up being late.[29]

7. Over-commitment and procrastination are two time-management-related problems for ADHD adults.[30] Often, ADHD adults will not think about what else is going on when they are asked to take on a new project. Therefore, over-commitment to the point where they cannot accomplish anything productively is a risk. Putting things off to the last minute is also common among ADHD adults. In reality, however, they intend to complete the project on time and may start working on it many times. Consequently, interruptions and other commitments can cause the worker to delay completion of the project. Although these are valid problems for non-ADHD workers, as well, for the ADHD worker they are even more prevalent and problematic.

Recommendation: Frequently ask ADHD employees for progress reports on current projects.

Social Skills

Some of the problems encountered by ADHD adults are caused by deficiencies resulting from other factors, such as a lack of social skills.[31] Children diagnosed as ADHD will generally receive the support and guidance necessary to develop these skills, which include strong motivation, determination, self-control, a goal-oriented approach, and the ability to seek help without becoming dependent[32] as part of their treatment. Self-esteem is also an essential tool. Quite often, the self-esteem of ADHD adults is low because of the turmoil they suffer[33] the constant conflict with parents, teachers, and others as well as from personal negative input. Although conflict helps to build self-esteem, ADHD adults may interpret conflict in a manner that damages their self-esteem. Without the ADHD diagnosis or treatment they will not develop these skills or will do so at a much slower pace.

Leadership Style

By understanding and wishing to address the symptoms displayed by ADHD adults that other employees might also exhibit, managers have a better chance of determining when it is best to use different situational leadership styles. Praise is the best approach when dealing with ADHD adults, as with all employees, whether teaching, supervising, or managing them. Situational leadership dictates that leaders be flexible enough to adapt their style of leadership so that they are directing, coaching, supporting, or delegating as needed.[34] Blanchard et al. offer the following suggestions in choosing a leadership style:[35]

Directive: for employees who lack competence but are enthusiastic and committed.

Coaching: for employees who have some competence but lack commitment.

Supportive: for employees who have competence but lack confidence or motivation.

Delegative: for employees who have both competence and commitment.

It is imperative that the manager consult individual workers to determine which strategies work best for them. Unfortunately, some workers may not know which strategies work best for them. When attempting to find the correct medication and dosage to give a patient, a physician tries several different medications through trial and error. Likewise, it may be necessary for managers and supervisors to try several approaches in order to hone in on the correct strategy to use with ADHD adults.

When dealing with employees, and especially with ADHD adults, managers will need to look at the employee’s behavior in a particular situation and adapt their leadership style to fit the person in that situation. Nonetheless, the success of certain motivational techniques may vary based on the particular task or circumstances. What works in one situation may not work again in another situation, or in the same situation at a different time. Therefore, the manager must constantly reassess the employee and the situation. This will make the employee more productive and will help the manager cut costs by reducing unnecessary turnover. Increasing productivity and lowering costs are the benefits of helping all employees, especially ADHD adults, be successful, which should more than outweigh the additional time commitment the manager makes to work with the employee.

Conclusion

This article provides an understanding of how ADHD influences an individual within the work environment. The authors attempt to show how situational leadership may be best for addressing the issues of ADHD, but also how these same tools can be beneficial in managing all employees. By understanding how ADHD affects the individual, managers can better supervise these and other employees, regardless of whether the employee is in an entry-level position, or at the top of the organization.

Douglas McGregor opined that management’s task is to implement policies and procedures that are conducive to allowing workers to achieve their own goals while navigating toward organizational objectives.[36] This task should also include improving conditions to help workers overcome their personal barriers to success, such as the issues associated with ADHD. By understanding and assisting adults with ADHD, managers can help increase the individual productivity of these and other workers in meeting the organizations’ objectives and improving the bottom line.


[1] Michele Novotni, What Does Everybody Else Know That I Don’t? (Plantation, FL: Specialty Press, 2001), 29.

[2] Daniel Amen, Change Your Brain, Change your Life, (New York: Three Rivers Press, 1998).

[3] The U.S. Equal Employment Opportunity Commission, “The ADA: Your Responsibility as an Employer,” The U.S. Equal Employment Opportunity Commission, http://www.eeoc.gov/facts/ada17.html.

[4] Ibid.

[5] Suzanne Gosden Kitchen, “Accommodation and Compliance Series: Employees with Attention Deficit-Hyperactivity Disorder,” white paper, Job Accommodations Network, Office of Disability Employment Policy,  U.S. Department of Labor, September 4, 2008.

[6] Daniel Amen, Healing ADD: The Breakthrough Program that Allows You to See and Heal the 6 Types of ADD, (New York: G. P. Putnam’s Sons, 2001).

[7] Edward M. Hallowell and John J. Ratey, Answers to Distraction, (New York: Bantam, 1996), 1.

[8] Belinda Jackson and David Farrugia, “Diagnosis and Treatment of Adults with Attention Deficit Hyperactivity Disorder,” Journal of Counseling and Development, 75, no. 4 (1997), 4.

[9] Ibid, 21.

[10] Amen, Healing ADD, 12.

[11] Sari Solden, Journey Through ADDulthood, (New York: Walker & Company, 2002), 10.

[12] Amen, Change Your Brain, Change your Life, 117.

[13] Novotni, 3.

[14] Kitchen.

[15] Ibid.

[16] Ibid.

[17] Amen, Healing ADD, 13.

[18] Kathleen Nadeau, ADD in the Workplace: Choices, Changes and Challenges, (New York: Brunner-Routledge, 1997), 31.

[19] Amen, Change Your Brain, Change your Life, 118.

[20] Amen, Healing ADD, 15.

[21] Nadeau, 36.

[22] Ibid, 32.

[23] Ibid.

[24] Ibid, 33.

[25] Ibid.

[26] Amen, Healing ADD, 249.

[27] Nadeau, 35.

[28] Amen, Healing ADD, 16.

[29] Nadeau, 39.

[30] Ibid, 36 37.

[31] Novotni, 22.

[32] Nadeau, 111.

[33] Antony Amen, Sharon Johnson, and Daniel Amen, A Teenager’s Guide to ADD: Understanding and Treating Attention Deficit Disorder Through the Teenage Years, (Fairfield, CA: MindWorks Press, 1996), 141.

[34] Kenneth Blanchard, Patricia Zigarmi, and Drea Zigarmi, Leadership and the One-Minute Manager: Increasing Effectiveness through Situational Leadership, (New York: William Murrow and Company, 1985), 57.

[35] Ibid.

[36] Douglas McGregor, “Adventures in Thought and Action,” The Management Review, 46 (1957), 26.

2013 Volume 16 Issue 1

2012 Volume 15 Issue 3

2012 Volume 15 Issue 2

2012 Volume 15 Issue 1

2011 Volume 14 Issue 4

2011 Volume 14 Issue 3

2011 Volume 14 Issue 2

2011 Volume 14 Issue 1

2010 Volume 13 Issue 4

2010 Volume 13 Issue 3

2010 Volume 13 Issue 2

2010 Volume 13 Issue 1

2009 Volume 12 Issue 4

2009 Volume 12 Issue 3

2009 Volume 12 Issue 2

2009 Volume 12 Issue 1

2008 Volume 11 Issue 4

2008 Volume 11 Issue 3

2008 Volume 11 Issue 2

2008 Volume 11 Issue 1

2007 Volume 10 Issue 4

2007 Volume 10 Issue 3

2007 Volume 10 Issue 2

2007 Volume 10 Issue 1

2006 Volume 9 Issue 4

2006 Volume 9 Issue 3

2006 Volume 9 Issue 2

2006 Volume 9 Issue 1

2005 Volume 8 Issue 4

2005 Volume 8 Issue 3

2005 Volume 8 Issue 2

2005 Volume 8 Issue 1

2004 Volume 7 Issue 3

2004 Volume 7 Issue 2

2004 Volume 7 Issue 1

2003 Volume 6 Issue 4

2003 Volume 6 Issue 3

2003 Volume 6 Issue 2

2003 Volume 6 Issue 1

2002 Volume 5 Issue 4

2002 Volume 5 Issue 3

2002 Volume 5 Issue 2

2002 Volume 5 Issue 1

2001 Volume 4 Issue 4

2001 Volume 4 Issue 3

2001 Volume 4 Issue 2

2001 Volume 4 Issue 1

2000 Volume 3 Issue 4

2000 Volume 3 Issue 3

2000 Volume 3 Issue 2

2000 Volume 3 Issue 1

1999 Volume 2 Issue 4

1999 Volume 2 Issue 3

1999 Volume 2 Issue 2

1999 Volume 2 Issue 1

1998 Volume 1 Issue 3

1998 Volume 1 Issue 2

1998 Volume 1 Issue 1

In the Land of Difficult People by Terrence L. Gargiulo and Gini Graham Scott

In the Land of Difficult People: 24 Timeless Tales Reveal How to Tame Beasts at Work

By Terrence L. Gargiulo and Gini Graham Scott
AMACOM, 2008

See more reviews

4 stars: Thought-provoking and intellectually stimulating materialStorytelling “puts a fresh, new face on the age-old problem of how to relay the message in such a way that the full impact of the message will be felt.”[1]

Once upon a time, there were two prolific authors (both seem to generate two or three books a year) who understood storytelling in business (Terrence Gargiulo) and surviving conflicts at work (Gini Graham Scott[2]). Together, they wrote In the Land of Difficult People, which recounts 24 folk stories from outside of the United States (one Native American story excepted).

Storytelling is a compelling way to introduce concepts because it “puts a fresh, new face on the age-old problem of how to relay the message in such a way that the full impact of the message will be felt.”[3] The tales are grouped into eight chapters, each of which tells three stories centering around a common theme: wolves (tyrannical bosses), cats (independent individuals), foxes (crafty villains), lions (power-hungry people), snails (lazy people), ravens (tricksters), snakes (defensive people), and monkeys (poor communicators). (Side note: It is much easier to imagine yourself as being a “fox,” rather than a “crafty villain.”) Each chapter has a short introduction, and each story is followed by a few paragraphs explaining how it applies to work situations. Each explanation is followed by suggestions about how one might handle those tricky situations.

My interest in this book is two-fold: (1) the stories tend to help us understand other cultures as we learn about the stories that helped form their value systems and (2) the stories’ application sections help us understand “what to do,” as the authors say. The suggestions in these application sections are under a page long, generally, and a bit disappointing in their brevity. These suggestions range from the obvious (e.g., get help) to the Machiavellian (e.g., use the speakerphone so others can hear a private conversation, send anonymous emails, or leave the company).

This is a small book that you can start reading at any chapter, and the stories are short enough that they can be sandwiched in when you have a few minutes before a meeting starts or a flight boards. The book’s title is a great conversation starter unless the conversation is with a wolf. I enjoyed the book for the stories and read the suggestions with interest, but due to the short application sections, I do not feel that the book has the theoretical or practical depth needed for a book on working with difficult people in a variety of situations.

I recommend this book to anyone who is interested in ideas about dealing with difficult people in the work world or anyone who wants to identify his or her traits and how people may be reacting to them.


[1] M. Romejko, “More Effective Communication Through Storytelling,” Scholar and Educator: The Journal of the Society of Educators and Scholars, 26, no. 2 (2004): 81.

[2] Click here to read a review of another of Scott’s books, Enjoy!: 101 Ways to Add Fun to Your Work Every Day.

[3] Romejko.

See more reviews

2013 Volume 16 Issue 1

2012 Volume 15 Issue 3

2012 Volume 15 Issue 2

2012 Volume 15 Issue 1

2011 Volume 14 Issue 4

2011 Volume 14 Issue 3

2011 Volume 14 Issue 2

2011 Volume 14 Issue 1

2010 Volume 13 Issue 4

2010 Volume 13 Issue 3

2010 Volume 13 Issue 2

2010 Volume 13 Issue 1

2009 Volume 12 Issue 4

2009 Volume 12 Issue 3

2009 Volume 12 Issue 2

2009 Volume 12 Issue 1

2008 Volume 11 Issue 4

2008 Volume 11 Issue 3

2008 Volume 11 Issue 2

2008 Volume 11 Issue 1

2007 Volume 10 Issue 4

2007 Volume 10 Issue 3

2007 Volume 10 Issue 2

2007 Volume 10 Issue 1

2006 Volume 9 Issue 4

2006 Volume 9 Issue 3

2006 Volume 9 Issue 2

2006 Volume 9 Issue 1

2005 Volume 8 Issue 4

2005 Volume 8 Issue 3

2005 Volume 8 Issue 2

2005 Volume 8 Issue 1

2004 Volume 7 Issue 3

2004 Volume 7 Issue 2

2004 Volume 7 Issue 1

2003 Volume 6 Issue 4

2003 Volume 6 Issue 3

2003 Volume 6 Issue 2

2003 Volume 6 Issue 1

2002 Volume 5 Issue 4

2002 Volume 5 Issue 3

2002 Volume 5 Issue 2

2002 Volume 5 Issue 1

2001 Volume 4 Issue 4

2001 Volume 4 Issue 3

2001 Volume 4 Issue 2

2001 Volume 4 Issue 1

2000 Volume 3 Issue 4

2000 Volume 3 Issue 3

2000 Volume 3 Issue 2

2000 Volume 3 Issue 1

1999 Volume 2 Issue 4

1999 Volume 2 Issue 3

1999 Volume 2 Issue 2

1999 Volume 2 Issue 1

1998 Volume 1 Issue 3

1998 Volume 1 Issue 2

1998 Volume 1 Issue 1

The Trybaby Syndrome

How often have you needed X and had Y proudly delivered to you? And when Y was delivered, were you so disarmed by how hard the person “tried” that you found yourself accepting the effort displayed instead of the result you wanted? Or perhaps you looked beyond the effort and questioned the person about his or her inability to deliver on X (your desired outcome) and he or she became indignant, stating that, “I tried extra hard at this-what’s the problem?”

This situation occurs far too often in managing people or when purchasing services and dealing with others in the workplace. I call this “trybaby” behavior.





Photo: RTimages





This article identifies the Trybaby Syndrome as a performance challenge and introduces a “Performance Influence-Importance Matrix” to help managers identify the differences between so-called Trybabies, Spinners, Pass-Timers, and Corperformers. Two real-world examples of trybabies, followed by five countermeasures, are offered to help guide managers, coaches, and employees in handling the performance challenge referred to as the Trybaby Syndrome.

The Performance Influence – Importance Matrix

An employee’s effort can be viewed in two dimensions: (1) how much that employee is working on things he or she can actually influence, and (2) how much that employee’s effort drives results that are important to his or her success within the organization. Four types of people can be identified when assessing an individual’s ability to influence a particular outcome, relative to the importance of that outcome to achievement of that person’s key results. The relationship between these two dimensions can be seen in the Performance Influence-Importance Matrix:

Using the Performance Influence-Importance Matrix, we can identify what I call “Trybabies” (Q1), “Spinners” (Q2), “Pass-Timers” (Q3), and “Corperformers” (Q4). The author uses the matrix with executives to discuss their situations and the situations of people in their organizations. Here is a glimpse of each of these generalized types.

Trybabies work on things that they can influence but that are not the most important factors for their successful achievement. They focus on tasks and actions that they are able to positively influence without regard to the impact on required results. Trybabies get stuck mistaking activity for performance that drives key results. The problem for the organization is that the tasks and results the trybaby positively influences are of little or no importance to his or her success within the organization. Without management intervention, the likelihood of correcting a trybaby’s focus and of the trybaby becoming successful in his or her performance arena is diminished.

For example: Pat is a salesperson for an orthopedic sports medical supply company. Formerly an athletic trainer, Pat wants to use her knowledge of orthopedic sports healthcare to sell quality products, thereby increasing her personal income. Pat’s sales presentations to orthopedic surgeons focus on the technical aspects of the products and are usually well-received by doctors. While representing the company and herself as competent and professional is important to Pat’s success and the success of the overall organization, the most important requirement for Pat is to close the sale and obtain an order. She does not focus on this part of the sales process and is therefore not meeting her sales goals. Her sales close is weak and is overshadowed by her product knowledge and informational, product-oriented sales presentations. When her sales manager discusses the situation in general terms with her, she becomes indignant and upset, stating that she is “trying” her very best to represent the company and herself as professional and competent. Without a strong close, Pat’s sales results will continue to stagnate. Pat needs help from her manager to break from her trybaby behavior.

Spinners work on things over which they have little or no influence and that are not important to achievement. They “spin their wheels” and are largely unproductive, contributing little to the work effort.

For example: Jeff is an accountant/manager for an entrepreneurial venture. His job is to manage accounts receivable and accounts payable and to produce quarterly financial reports. Jeff has not produced a financial report on time for two years. His lack of focus on the important result of preparing financial reports on a timely basis causes cash flow problems to go undetected, which exacerbates the problem. Upon closer review, it is apparent that Jeff is spending most of his time working with information technology and experimenting with various accounting software packages-activity that is not within his performance arena. He is failing to produce the desired key results of managing accounts receivable and accounts payable and producing quarterly financial reports. He is a “spinner,” spinning his wheels on unproductive tasks.

Pass-Timers work on things that are considered important within their performance arena but that they do not (or are not able to) influence. These people for instance might spend time focusing and commenting on external conditions, such as inflation, interest rates, and competitors, exclaiming how these factors interfere with their ability to perform. Time spent in this manner serves to “pass the time” unproductively because the individual performer can do very little to influence external factors.

For example: Ron is managing an upscale retail store and his organization wants him to increase average sales per customer. In response to increasing demands by his boss to increase sales, Ron typically complains about one of two things:

  • “We are in an economic downturn and customers, even in this affluent community, will not spend additional dollars with us.”
  • “We do not have enough convenient parking spaces available.”

These concerns are legitimate and important to the business; however, Ron does not have the ability to influence the economy or parking capacity. He does control local advertising to attract customers and has a high degree of influence over the customer’s experience once they enter his store, but his focus on the external factors rather than the factors he can influence impedes his success. His focus on the externals moves him toward the “pass-timer” quadrant.

Corperformers, as I call them, are the preferred performers in this analysis. They work on those things in the workplace that they can influence and that lead to the achievement of important results. They work with a clear purpose, are focused, and are linked with the proper resources to make an important contribution.

For example: Lauren is the star salesperson on her pharmaceutical sales team. She has an effective working relationship with her sales manager, who is clear about the team’s mission and is skilled at setting stretching yet realistic goals with his people. Lauren has a specific, performance-based job description. She is focused on her key result of increasing sales revenues. She meets regularly with her boss to focus her actions on key account opportunities and to solicit any support she may need to help close new business. She knows that her sales manager cares about her and her development. Lauren is clear about the sales force’s purpose, knows where she fits into that team effort, and is focused on performance actions that drive her most important key result of sales revenue. She is a “corperformer.”

Each of these four behavior patterns has its own set of performance issues and challenges. Even corperformers need to work continually on maintaining their focus and seeking clear direction to guide their actions. Effective and professional managerial leadership can systematically work with and eliminate most performance challenges, including the Trybaby Syndrome. Trybabies, however, present an especially difficult performance challenge since they are usually doing what they prefer to do, and experiencing intrinsic reinforcement for their perceived accomplishments. They are often happy low performers.[1]

Trybabies at Work

Examples of the Trybaby Syndrome abound in any workplace-they can appear in any industry, at any level of knowledge, education, and/or expertise, and at any level within the organizational structure. Consider how you might react to or handle the following situation:

George is a retail store manager who works very hard at keeping his store neat, organized, and clean. In fact, he personally spends time straightening products on shelves, supervising the janitors waxing floors, and organizing inventory in the storage area out of sight of customers. The most important results for each store (and two key result areas for George) established by his company are: (1) to increase the average sale per customer, and (2) to ensure that, as store manager, he knows the names of 90 percent of the store’s primary customers. George performs poorly in these designated areas of importance. He suffers from the Trybaby Syndrome: he works on things that he can influence (keeping a neat, organized, and clean store) but that are not important to his goals and key result areas (increasing the average sale per customer and knowing the names of most of the primary customers). While the results of a neat, organized, and clean store are important to the success of the store and the overall organization, these are not important results for George himself to accomplish-these are tasks for which other employees should be responsible. George is working hard but is not achieving his key results as the store manager.

Trybabies often get stuck in mistaking activity on something they can influence-even though it is of lesser or no importance to achieving valued results-for real performance-oriented action that leads to achievement of key results. To break out of the Trybaby Syndrome, these people need to take performance-oriented action that is important to results achievement and success within their performance arena.[2] An effective managerial leader will challenge people to work on things that they can influence that are important to the achievement of mutually agreed upon goals.

The Five Trybaby Break-Out Principles

Now that you have identified the “trybaby” performance challenge, what can you do about it? My experience in working with managers to help them convert their trybabies, as well as spinners and pass-timers, into high performers has led me to the following five countermeasures:

Principle 1: Meaning and Purpose. Identify the key results each performer should strive to attain-these should be aligned with a meaningful and motivating purpose.[3] Help the performer recognize that the job you are asking him or her to do is important to achieving those meaningful key results. People want to believe that their work is valued and significant. Each performer must be made to understand why his or her key result areas are important and how his or her performance fits into the overall purpose and direction of the work unit or organization.

Principle 2: Expectations and Job Fit. Ensure that the performer knows what is expected of him or her and that the job requirements reasonably match his or her work preferences.[4] Having a clear, results-oriented job description that matches a person’s work preferences and skills helps focus performance. High person-job fit is critical to performance success.

Principle 3: Delivering Quality Feedback. Effectively deliver quality performance feedback to the performer to help drive important key results.[5] Clear, concise, and targeted feedback can shape important performance behaviors. People need to know how they are doing in terms of success and opportunities for improvement.

Principle 4: Recognition and Praise. Recognize and praise the performer’s completion of key actions that are aligned with key results. People are looking for consistent and relatively frequent recognition for their efforts at goal achievement.

Principle 5: Pay Attention to Development and Success. Pay attention to the performer’s performance and related matters in a way that shows you care about his or her development and success. People want to know that they are more than a cog in a wheel. Providing performers with personalized attention around their developmental needs and performance successes is important.

While there are other guiding principles that a manager may use to help break a trybaby, spinner, or pass-timer out of their performance challenges and into higher performance, these five principles represent the most basic. Independent research by the Gallup Organization and by the Saratoga Institute supports these principles as critical to the focusing, developing, and retaining of human capital talent.[6] Managerial leaders who do not positively intervene with trybabies and other personnel to improve their performance focus may be contributing to sub-par performance and may ultimately see these people join the costly turnover ranks. Managerial leaders are encouraged to identify trybaby and other low-performing behavior among their people and apply these countermeasures to help maximize performance within their organizations.


[1] C.D. Kerns. “Putting Performance and Happiness Together in the Workplace,” Graziadio Business Report, 11, no. 1 (2008). This article highlights the importance of performance and happiness to the long-term success of a business, describes the key dimensions of happiness in the workplace, and offers a self-assessment tool.

[2] C.D. Kerns. Breaking out of the TRYBABY SYNDROME: Helping Your People Go Beyond Just Trying To Get Results, book manuscript submitted for publication, (2008). This book will provide managers with an understandable framework and practical approach to helping their employees become more successful. It provides a model to diagnose and formulate a “hopeful prognosis and break-out process for the Trybaby Syndrome.

[3] A. Wresniewski, J. Tosti. “Career as a Calling,” in J.H. Greenhaus, G.A. Callanan (Eds.), Encyclopedia of Career Development, (California: Sage Publications, 2005). A. Wresniewski, J.E. Dutton, G. Debebe. “Interpersonal Sensemaking and the Meaning of Work,” Research in Organizational Behavior, 25, (2003); 93-135. This article studies how organizational practices like job crafting and context impact work orientation.

[4] C.D. Kerns. “The Power of Performance Profiling,” Graziadio Business Report, 4, no. 1, (2001). Provides a detailed description of how to develop a performance profile of key results and key actions along with people and technical skills for a specific position.

[5] C.D. Kerns. “Assertive Performance Feedback,” Graziadio Business Report, 10, no. 4, (2007). Provides a framework and worksheet to help practitioners prepare to deliver performance feedback in a quality manner.

[6] J. Fitz-enz. The ROI of Human Capital, (New York: AMACOM, 2000). See Chapter 2 for an overview of the Saratoga studies, which retrospectively support the five Trybaby break-out principles. R. Wagner, J.K. Harter. 12: The Elements of Great Managing (New York: Gallup Press, 2006). See the first, third, fourth, fifth, sixth, and eighth elements for retrospective empirical support of the five trybaby break-out principles.

2013 Volume 16 Issue 1

2012 Volume 15 Issue 3

2012 Volume 15 Issue 2

2012 Volume 15 Issue 1

2011 Volume 14 Issue 4

2011 Volume 14 Issue 3

2011 Volume 14 Issue 2

2011 Volume 14 Issue 1

2010 Volume 13 Issue 4

2010 Volume 13 Issue 3

2010 Volume 13 Issue 2

2010 Volume 13 Issue 1

2009 Volume 12 Issue 4

2009 Volume 12 Issue 3

2009 Volume 12 Issue 2

2009 Volume 12 Issue 1

2008 Volume 11 Issue 4

2008 Volume 11 Issue 3

2008 Volume 11 Issue 2

2008 Volume 11 Issue 1

2007 Volume 10 Issue 4

2007 Volume 10 Issue 3

2007 Volume 10 Issue 2

2007 Volume 10 Issue 1

2006 Volume 9 Issue 4

2006 Volume 9 Issue 3

2006 Volume 9 Issue 2

2006 Volume 9 Issue 1

2005 Volume 8 Issue 4

2005 Volume 8 Issue 3

2005 Volume 8 Issue 2

2005 Volume 8 Issue 1

2004 Volume 7 Issue 3

2004 Volume 7 Issue 2

2004 Volume 7 Issue 1

2003 Volume 6 Issue 4

2003 Volume 6 Issue 3

2003 Volume 6 Issue 2

2003 Volume 6 Issue 1

2002 Volume 5 Issue 4

2002 Volume 5 Issue 3

2002 Volume 5 Issue 2

2002 Volume 5 Issue 1

2001 Volume 4 Issue 4

2001 Volume 4 Issue 3

2001 Volume 4 Issue 2

2001 Volume 4 Issue 1

2000 Volume 3 Issue 4

2000 Volume 3 Issue 3

2000 Volume 3 Issue 2

2000 Volume 3 Issue 1

1999 Volume 2 Issue 4

1999 Volume 2 Issue 3

1999 Volume 2 Issue 2

1999 Volume 2 Issue 1

1998 Volume 1 Issue 3

1998 Volume 1 Issue 2

1998 Volume 1 Issue 1

From Difficult to Disturbed: Understanding and Managing Dysfunctional Employees by Laurence Miller, PhD

From Difficult to Disturbed: Understanding and Managing Dysfunctional Employees

By Laurence Miller, PhD
AMACOM, 2007

See more reviews

Reading Difficult to Disturbed is a little like reading a book on how to make a bomb: interesting, but could be very dangerous. In the foreword, author Laurence Miller explains that the book is a how-to on the different personality types managers may encounter in the workplace. Such assertions can lead to stereotyping that may be inaccurate at best and damaging at worst, in my opinion. The most important quote in the book is on page 103 and should really be placed at the beginning in large print:

In the most severe cases, your direct role in dealing with these workers will cede to that of mental health clinicians and your most important contributions will be to refer your employee to proper professional help.

The real lesson is that when dealing with a potentially disturbed employee, be sure to get the company’s human resources department involved. If your company does not have an HR department, find a way to standardize the procedures for working with such employees and to ensure that they are followed. It is important to note that sometimes people who behave in certain ways are not necessarily “bad”&-they may just suffer from one of the traits mentioned in the book. It should also be noted that not very many people suffer from the mental diseases that are outlined in the book.

With the above caveats, I would recommend Difficult to Disturbed to anyone who deals with people as a manager or supervisor. Dr. Miller covers all types of mental disorders, using insightful vignettes to explain them and to provide advice to both the person with the disorder and the employer&-essential information for managers and supervisors. The final chapter addresses how leaders should act in crises involving dysfunctional employees. In summary, with the right kind of mindset, one can read this book and keep as a useful reference should there be any kind of episode at work.

See more reviews

2013 Volume 16 Issue 1

2012 Volume 15 Issue 3

2012 Volume 15 Issue 2

2012 Volume 15 Issue 1

2011 Volume 14 Issue 4

2011 Volume 14 Issue 3

2011 Volume 14 Issue 2

2011 Volume 14 Issue 1

2010 Volume 13 Issue 4

2010 Volume 13 Issue 3

2010 Volume 13 Issue 2

2010 Volume 13 Issue 1

2009 Volume 12 Issue 4

2009 Volume 12 Issue 3

2009 Volume 12 Issue 2

2009 Volume 12 Issue 1

2008 Volume 11 Issue 4

2008 Volume 11 Issue 3

2008 Volume 11 Issue 2

2008 Volume 11 Issue 1

2007 Volume 10 Issue 4

2007 Volume 10 Issue 3

2007 Volume 10 Issue 2

2007 Volume 10 Issue 1

2006 Volume 9 Issue 4

2006 Volume 9 Issue 3

2006 Volume 9 Issue 2

2006 Volume 9 Issue 1

2005 Volume 8 Issue 4

2005 Volume 8 Issue 3

2005 Volume 8 Issue 2

2005 Volume 8 Issue 1

2004 Volume 7 Issue 3

2004 Volume 7 Issue 2

2004 Volume 7 Issue 1

2003 Volume 6 Issue 4

2003 Volume 6 Issue 3

2003 Volume 6 Issue 2

2003 Volume 6 Issue 1

2002 Volume 5 Issue 4

2002 Volume 5 Issue 3

2002 Volume 5 Issue 2

2002 Volume 5 Issue 1

2001 Volume 4 Issue 4

2001 Volume 4 Issue 3

2001 Volume 4 Issue 2

2001 Volume 4 Issue 1

2000 Volume 3 Issue 4

2000 Volume 3 Issue 3

2000 Volume 3 Issue 2

2000 Volume 3 Issue 1

1999 Volume 2 Issue 4

1999 Volume 2 Issue 3

1999 Volume 2 Issue 2

1999 Volume 2 Issue 1

1998 Volume 1 Issue 3

1998 Volume 1 Issue 2

1998 Volume 1 Issue 1