Poor Performers Don’t Know They Are Poor Performers

During a recent conversation, I was reminded of a moment from my first principalship at Sunrise McMillan. I had a teacher who worked tirelessly. They stayed late, built elaborate slides, and believed they were excelling. But when I stepped into the classroom, students were disengaged and transitions were shaky. It wasn’t about effort it was about a shadow they couldn’t see. That moment taught me something powerful: poor performers rarely know they’re performing poorly.

Research shows that people consistently overestimate their abilities a phenomenon known as the Dunning-Kruger effect. In fact, studies demonstrate that individuals with lower skill levels often rate themselves much higher than objective measures would suggest (Kruger & Dunning, 1999). This isn’t stubbornness. It’s a blind spot.

Educate
Poor performance is rarely rooted in laziness it is usually rooted in lack of awareness. Many people equate activity with effectiveness. They think more hours, more energy, or more colorful lessons equal better results. What they can’t see is that effort without alignment to outcomes is wasted motion.

As leaders, our role is to educate people on the difference between action and impact.

• Action is what you do.

• Impact is what your actions produce.

A teacher can deliver ten enthusiastic activities, but if students leave confused, the impact is minimal. A coach can give hours of feedback, but if it isn’t understood or applied, it doesn’t move the needle. John Hattie’s research on visible learning shows that teacher clarity and feedback are among the most significant factors influencing student achievement (Hattie, 2012). Helping poor performers connect the dots between action and results is the first step out of the shadows.

Empower
Awareness without belief leads to discouragement. Once you’ve shown someone their blind spots, you must also show them their potential. Empowerment is where the flashlight becomes more than a tool it becomes hope.

This is not about false praise. It’s about anchoring feedback in strengths while addressing gaps:

• “Your passion for students is clear. Now let’s channel that passion into consistent routines that maximize learning.”

• “You have strong ideas in meetings. Let’s work on delivery so your ideas land with impact.”

Research confirms that feedback is most effective when it is paired with encouragement and framed around growth rather than deficiency (Kluger & DeNisi, 1996). Empowerment shifts people from “I’m failing” to “I can grow.” Leaders who empower don’t just hold the flashlight; they hand it to others and say, “You can carry this, too.”

Equip
Here is where the transformation truly happens. Awareness and encouragement are not enough unless people are equipped with the skills, strategies, and supports that allow them to succeed. Otherwise, it’s like telling someone they’re in the dark and then walking away with the flashlight.

Equipping poor performers means making success practical and possible:

• Model the Standard. Don’t just tell them what good looks like show them. Research on social learning theory highlights that people often learn best by observing and modeling behaviors (Bandura, 1977).

• Provide Step-by-Step Guidance. Break big goals into achievable actions. A three-month target may feel overwhelming, but a one-week win builds confidence and momentum. Clear checkpoints prevent people from slipping back into the shadows.

• Celebrate Visible Progress. Recognition reinforces growth, motivates persistence, and reminds people that their effort is producing impact. According to organizational psychology research, consistent recognition significantly boosts motivation and performance (Bakker & Demerouti, 2008).

The real measure of equipping isn’t what leaders say in the meeting it’s what people can do differently the next day. When leaders model, guide, and celebrate consistently, they turn potential into performance.

Poor performers often live in the fog of ambiguity. When feedback is vague “Do better,” “Tighten this up,” or “That’s not strong enough” it doesn’t light the way. In fact, unclear feedback can lead to anxiety, disengagement, and resistance (Stone & Heen, 2014). Clarity is the floodlight that cuts through the haze. Specific, actionable feedback such as, “Three students were off task because expectations weren’t clearly stated before the transition,” leaves no room for misunderstanding. Precision replaces confusion.

But clarity without consistency is just a flash in the dark. A flashlight that flickers on and off won’t guide anyone out of the shadows. Leaders must communicate the same expectations over time, reinforcing them through multiple touchpoints walkthroughs, feedback loops, team meetings, and informal check-ins. When clarity is delivered consistently, people learn to trust it. They begin to expect that feedback is not random criticism but reliable coaching. That steady presence builds accountability, accelerates growth, and transforms the culture from one of guesswork to one of shared standards.

Final Thought
During a recent conversation, I was reminded that no one chooses to fail they simply don’t see the shadows around them. Leadership means flipping on the light, holding the compass steady, and walking beside people until they discover their own way forward. Shine with clarity and consistency, and you won’t just improve performance you’ll transform lives.

“Feedback is the breakfast of champions.” – Ken Blanchard

Call to Action
Who on your team might be walking in shadows this week? Don’t leave them guessing. Be the flashlight that reveals the path forward.

Reflective Leadership Questions

1. Where might my team members be blind to their own performance gaps?

2. Do my words shine a clear light, or leave people stumbling in the dark?

3. Am I providing steady, consistent guidance, or flickering on and off with my feedback?

Journaling Prompt
Think of a time when someone shined a light on one of your blind spots. How did it feel in the moment, and how did it shape the leader you are today?

References

Bakker, A. B., & Demerouti, E. (2008). Towards a model of work engagement. Career Development International, 13(3), 209–223. https://doi.org/10.1108/13620430810870476

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254–284. https://doi.org/10.1037/0033-2909.119.2.254

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134. https://doi.org/10.1037/0022-3514.77.6.1121

Stone, D., & Heen, S. (2014). Thanks for the feedback: The science and art of receiving feedback well. Penguin Books.