An employee may repeatedly miss deadlines, resist feedback, avoid responsibility, disagree with colleagues, or fail to meet expected performance standards. This SIL Masterclass, “How to Handle Difficult Employees: Here Is Our Answer!!”, breaks down five practical steps for turning a frustrating situation into a fair, structured process.
School of Inspirational Leadership
Leadership Development & Business Consulting
Every business leader will eventually face a challenging employee situation.
An employee may repeatedly miss deadlines, resist feedback, avoid responsibility, disagree with colleagues, or fail to meet expected performance standards. Some employees may have the right attitude but lack the required skills. Others may possess strong technical knowledge but display behaviour that affects the wider team.
When such situations continue, managers may feel frustrated. They may begin asking:
The SIL video “How to Handle Difficult Employees: Here Is Our Answer!!” recognises that difficult employee situations can result from several possible causes, including attitude, skill limitations, knowledge gaps, or an unsuitable hiring decision. In the video, Dr. Yogesh Pawar shares five pointers for handling such employees effectively.
The first responsibility of a manager is not to label the employee as “difficult.” It is to understand the specific behaviour or performance problem, identify its cause, and follow a fair process for improvement.
Prefer watching? View the SIL Masterclass on handling difficult employees, or continue reading for a practical five-step framework for business owners and managers.
In this masterclass
Prefer watching? Jump to the full SIL masterclass session below, or keep reading for the detailed breakdown of all five steps.
The term “difficult employee” can mean different things to different managers. It may refer to an employee who:
However, managers should avoid using the term as a general label. Saying that an employee has a “bad attitude” does not explain what the person is doing or what needs to change. A more useful approach is to describe the specific behaviour.
Vague label
“This employee has a bad attitude.”
Specific observation
“The employee missed three agreed deadlines and did not communicate the delay in advance.”
Vague label
“This employee is disrespectful.”
Specific observation
“During the last two team meetings, the employee interrupted colleagues and dismissed their suggestions without allowing them to complete their points.”
Specific observations make it easier to have a fair and constructive conversation.
Step 1 of 5
The behaviour visible to the manager may be only a symptom of a deeper issue. For example, an employee who appears unwilling to take ownership may actually lack authority. An employee who repeatedly delays work may not understand the priority or may be handling an unrealistic workload.
Before deciding how to respond, determine whether the issue relates to:
The SIL video specifically notes that difficult employee situations may arise because of attitude, skill, knowledge, or an incorrect hiring decision.
Managers should determine whether the employee cannot perform or will not perform.
Capability problem
The employee is willing to perform but does not have the required knowledge, skill, experience, tools, or support. A capability problem may require:
Willingness problem
The employee understands the requirement and has the necessary capability but repeatedly chooses not to follow it. A willingness problem may require:
Applying the same solution to both situations will not work. Training may not correct deliberate non-compliance. Similarly, strict performance action may not solve a genuine knowledge gap.
Before assigning complete responsibility to the employee, the manager should ask:
This does not excuse poor employee behaviour. It ensures that the manager evaluates the complete situation fairly.
Step 2 of 5
Managers sometimes avoid difficult conversations because they hope the issue will resolve itself. They may continue giving informal reminders, compensate for the employee's performance, or ask another team member to complete the pending work.
This may create short-term convenience, but it can make the problem more difficult to address later. It can also affect other employees. Responsible team members may feel that performance standards are not applied consistently. They may have to manage additional work because one employee is not delivering.
Difficult employee situations should therefore be addressed early.
Before speaking with the employee, gather:
Avoid beginning the conversation when emotions are high. The objective should be to understand the situation and define corrective action, not to win an argument.
Avoid saying
“You have a negative attitude.”
Use instead
“During the last two project reviews, you interrupted team members and rejected their recommendations without listening to the complete explanation.”
Avoid saying
“You are irresponsible.”
Use instead
“The customer update was due on Monday. It was not shared, and the delay was communicated only after the customer followed up on Wednesday.”
Facts reduce ambiguity and help the employee understand exactly what has created concern.
Employees may not understand how their actions affect others. Explain the impact on:
For example
“When the customer update is delayed without communication, the customer loses confidence in our ability to manage the project. It also requires other team members to respond without complete information.”
This connects the employee’s behaviour with a meaningful business consequence.
Step 3 of 5
A performance conversation should not become a one-sided lecture. After presenting the facts, give the employee sufficient opportunity to respond. Ask:
The employee may reveal information that the manager did not previously know. For example:
Listening does not mean accepting every explanation without evaluation. It means understanding the employee’s position before deciding on the appropriate action.
An explanation helps the manager understand why something happened. An excuse is repeatedly used to avoid responsibility without proposing corrective action.
Avoiding responsibility
“Nobody reminded me, so it was not my fault.”
Taking ownership
“I misunderstood the deadline and should have clarified it earlier. I will complete the work by tomorrow and use the project tracker to confirm future deadlines.”
The manager should listen carefully but continue to reinforce ownership.
Step 4 of 5
Once the issue is understood, the manager and employee should agree on what must change. Statements such as “improve your attitude,” “be more responsible,” or “work harder” are not sufficiently clear.
The improvement plan should define:
Improvement expectation
This structure reduces misunderstanding and creates a basis for fair evaluation.
If the problem relates to knowledge or capability, the improvement plan may include:
Support should address the identified cause. Training on its own will not solve an unclear role, unrealistic workload, or deliberate unwillingness to follow workplace standards.
Important performance conversations should be documented. The record should include:
Documentation helps both the manager and employee maintain clarity. It also supports a fair and consistent process if formal action becomes necessary.
Step 5 of 5
An improvement plan will work only when progress is reviewed consistently. Managers should not wait until the end of the review period to discuss performance. Schedule regular check-ins to understand:
When an employee responds positively, acknowledge the progress specifically.
For example
“During the past three weeks, you have completed all customer updates on time and informed the team early about possible delays. This is the level of ownership we expect.”
Recognition reinforces the improved behaviour and communicates that the manager is reviewing performance fairly.
If the employee does not improve despite:
the manager may need to take a firmer decision. Depending on company policy and the situation, this may include:
Employment-related action should always follow applicable company policy, HR procedures and legal requirements. The objective is not to retain every employee regardless of impact. It is to provide a fair opportunity for improvement while protecting the team, customers and organisation.
Everything covered here comes from this SIL Masterclass session with Dr Yogesh Pawar. Watch it in full, or continue reading below.
Managers often describe an employee as having an attitude problem. However, the conversation should focus on observable workplace behaviour rather than personality. Possible behaviours may include:
Use the following process:
A manager should remain professional and avoid responding to difficult behaviour with anger or personal criticism.
A skill gap exists when the employee is willing to perform but lacks the required capability. Possible signs include:
Before creating a development plan, identify the exact gap. Avoid general statements such as “the employee needs more training.” Define:
The solution may include training, mentoring, supervised practice, job aids, certification or role adjustment. Managers should also evaluate whether the employee has the potential to meet the role’s requirements within a reasonable period.
Knowledge and skill are related but different. Knowledge refers to what the employee understands. Skill refers to the employee’s ability to apply that knowledge. A knowledge gap may involve:
A knowledge-development plan may include:
When several employees have the same knowledge gap, the issue may require an organisational solution rather than individual correction.
Sometimes, performance problems continue because the employee was not suitable for the role from the beginning. Possible causes include:
Before concluding that the hire was incorrect, evaluate whether appropriate onboarding, clarity, training and support were provided. If the employee has useful strengths but is unsuitable for the current position, role reassignment may be considered where a genuine organisational need exists.
However, avoid creating an unnecessary role only to avoid a difficult decision. The business should also improve its recruitment process so that the same mistake is not repeated.
Not every employee problem begins with the employee. An organisation may unintentionally create difficult behaviour through:
If several employees demonstrate similar issues, leadership should consider whether the problem is systemic. For example:
Managers should address individual accountability while also reviewing organisational causes.
Labelling the Employee
Focus on behaviour and performance rather than describing the person as difficult, lazy or negative.
Avoiding the Conversation
Delaying feedback allows the issue to continue and makes later action more difficult.
Giving Feedback Without Examples
General feedback can make the employee defensive or confused.
Criticising the Employee Publicly
Sensitive performance discussions should take place privately.
Acting While Emotionally Frustrated
Managers should prepare and respond professionally.
Providing Responsibility Without Authority
Employees cannot be accountable for outcomes they cannot influence.
Taking Over the Employee's Work
This may solve the immediate problem but create further dependency.
Ignoring Good Improvement
Acknowledge when the employee responds positively.
Applying Standards Inconsistently
Different treatment can damage trust across the team.
Retaining a Harmful Situation Indefinitely
Leaders must protect the wider team, customers and organisation when reasonable improvement efforts fail.
This process helps managers remain objective while giving the employee a reasonable opportunity to improve.
Step 1: Diagnose
Identify whether the issue relates to attitude, skill, knowledge, clarity, resources, motivation or role fit.
Step 2: Discuss
Present specific facts, explain the impact and listen to the employee's perspective.
Step 3: Define
Clarify the required behaviour, performance standard and measurable improvement.
Step 4: Support
Provide suitable training, coaching, authority, resources or managerial guidance.
Step 5: Decide
Review progress and make a fair decision based on demonstrated improvement.
Define the Problem
Identify the Cause
Conduct the Conversation
Create the Plan
Review and Decide
Handling difficult employees requires more than repeated reminders or disciplinary warnings.
Managers must first understand whether the issue relates to attitude, skill, knowledge, unclear expectations or suitability for the role. The SIL video emphasises that difficult employee situations may have different underlying causes and that business leaders need a practical solution. Dr. Yogesh Pawar presents five pointers intended to help leaders handle these situations effectively.
A fair and effective approach should include five actions:
Not every employee issue will end in separation. Some employees improve when expectations become clear. Others require training, coaching, better resources or a more suitable role.
However, when an employee repeatedly refuses to improve despite clarity, support and reasonable opportunity, the organisation must protect its customers, team and workplace standards.
Effective employee management requires both empathy and accountability.
Managers should support genuine improvement without allowing one unresolved situation to harm the wider organisation.
A difficult employee may repeatedly miss deadlines, resist reasonable feedback, avoid responsibility, create workplace conflict or fail to meet expected performance and behaviour standards.
A manager should identify the specific issue, discuss it privately using factual examples, listen to the employee, define the required improvement, provide suitable support and review progress regularly.
A skill problem usually exists when the employee is willing but unable to perform. An attitude or willingness problem may exist when the employee has sufficient capability but repeatedly chooses not to meet the agreed standard.
Feedback should describe the specific behaviour, explain its impact, clarify the expected standard and allow the employee to share their perspective before agreeing on corrective action.
An improvement plan should include the performance concern, expected standard, measurable actions, support provided, review dates, completion timeline and consequences of insufficient improvement.
Training is appropriate when the performance issue results from a genuine knowledge or skill gap. Training may not resolve repeated unwillingness, negligence or deliberate non-compliance.
If the employee does not improve despite clear expectations, suitable support, reasonable time and regular feedback, the organisation may need to consider formal performance or disciplinary action in line with its policies.
Businesses can improve hiring by creating clear job descriptions, assessing technical and behavioural capability, checking references, discussing expectations honestly and using realistic role-based assessments.
SIL works with entrepreneurs and growing organisations to strengthen leadership capability, improve workforce accountability and build high-performing teams.