Fire Service Supervision…
A Self-Study Guide
Module 6
Counseling
Federal Emergency Management Agency
United States Fire Administration
National Fire Academy
Fire Service Supervision…
A Self-Study Guide
Course at a Glance
1.
2.
3.
4.
5.
6.
7.
8.
Introduction and Overview
Stress Management
Time Management
Interpersonal Communications
Motivation
Counseling
Conflict Resolution
Group Dynamics
Learning Objectives
At the end of this module, the students will be able to differentiate
between counseling and coaching and explain the main elements
of each process.
To achieve this objective, the students will:
Counseling
1)
Identify various situations where counseling might be an
effective tool for the supervisor to use with a subordinate.
2)
Apply coaching techniques in case studies to demonstrate
how an effective counseling relationship might exist
between a supervisor and a subordinate.
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One task a supervisor may need to complete from time to time is counseling employees.
This could range all the way from some simple activity such as giving job hints,
performance shortcuts, or suggestions for work improvement. Or it could, at the other
end of the spectrum, deal with various kinds of unprofessional and unbecoming behavior
such as racial or sexual insensitivity in the workplace. Obviously, depending on which
end of the counseling spectrum described here applies, the supervisor will need different
levels of counseling skills. This module will examine some basic counseling concepts
and practices. The material is not expected to make any supervisor into a qualified
counselor. Hopefully, though, it will help a supervisor with some of the more routine and
ordinary workplace counseling needs.
What is Counseling?
The term brings a variety of definitions to mind. But here is one that fits the need.
(It is) a process by which a person is assisted to behave in a more rewarding manner.
Assistance is determined by the counselor; that which is rewarding is determined by
the person being assisted with the aid of the counselor. (D.J. Delaney and S.
Eisenberg, The Counseling Process. Rand McNally and Company, 1972, p. 3.)
Specifically, counseling is an interactive process that involves both the one counseling
and the one being counseled. There are various pertinent aspects contained within this
definition. We need to examine four of them.
1.
There may be one or more individuals being counseled.
The supervisor may, depending on circumstances, offer assistance to several
subordinates individually or simultaneously.
2.
There may be one or several counselors.
It is not unusual for trained counselors to work in two's or to form a counseling
team. This practice may apply well in the context of supervisor and employee
counseling, although it is probably more common to find a one-on-one situation
between supervisor and employee. The immediate supervisor normally would
handle a problem before involving the next level supervisor.
3.
The counselor determines the appropriate assistance.
When counseling starts, the counselor normally controls the process. This is
always true when one consults a trained, licensed counselor. It is probably equally
true in the workplace setting. Controlling the process involves determining the
most suitable techniques and working closely with the person being counseled to
determine the best counseling assistance available.
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The one counseled must be open to the counseling process.
A true counseling relationship will not be effective unless the individual being
counseled wants and seeks assistance. While the supervisor initially may identify
the situation that needs attention, such as constantly reporting late for work, the
employee also must acknowledge the situation and be willing to work to correct
the condition.
In some situations, the manager simply must tell the subordinates to comply with the
applicable rules and regulations or face the alternative. While this is not counseling in
the technical sense, it is a straightforward enforcement of the organization's
requirements for good order. There are times when this approach is not only the most
appropriate, but it is also necessary for the general order. On the other hand, there are
times when more formalized counseling may be needed, as we will see.
Applying this to my situation…
Before reading any further, take a moment or two to jot down a situation where your
supervisor gave you some job "counseling" in the form of a suggestion or two on how
to perform better, smarter, or faster. Then recall your feelings at that time. How did
you receive the suggestion? At the time, did you perceive this to be "counseling," as we
are defining the term here?
Situation
Feelings
What made this a genuine counseling situation?
From this brief discussion, it should be somewhat apparent that the timing or suitability
of the counseling is crucial. Timing, in this situation, has nothing to do with the time of
day. It refers to a larger context of appropriateness. Let's examine this point a bit more.
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Knowing When to Counsel
There are three general types of counseling situations facing someone who is thinking
about offering counseling. It is important to be able to differentiate among the three and
select the most appropriate one for the situation at hand.
1. Employer-employee counseling
This is probably appropriate if all four of the following questions elicit a positive
response.

Does the supervisor feel comfortable handling the counseling situation or issue?

Will one to five sessions be enough to handle the situation?

Does the employee want the supervisor to offer counsel, and does the employee
feel comfortable that the manager can help resolve the situation?

Will the counseling effort negatively affect the ongoing professional relationship
between the supervisor and the employee?
If the answers to these four questions are "yes," the supervisor probably can handle the
situation and should do so. If the answer to one or more of the questions is "no," then the
counseling situation or issue probably should become the responsibility of a professional
counselor.
Applying this to my situation…
As a supervisor, recall a situation when you provided an employee counseling. Do you
think the employee would have answered the four questions with a "yes?"
Why?
Regardless of how you answered, were you and the employee satisfied with the final
outcome of the counseling? Why or why not?
If the outcome was negative, what lesson(s) did you learn from this?
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The next situation we need to consider is "referral counseling."
2. Referral counseling
This involves issues that require a professional counselor. Establishing the need for
referral may not be easy until the supervisor and employee have had some preliminary
discussion of the problem. Once a counseling dialogue has started and it becomes
apparent that the supervisor is dealing with a topic or situation beyond the supervisor's
ability to handle it professionally, there is a need for referral.
There are several options available to the supervisor. We will examine three briefly, but
they do not exhaust the subject.

Referral to the organization's "in-house" specialist. There may be someone on
staff with specialized training in human resource development. Often, fire service
chaplains trained as counselors would qualify. But the supervisor must be sure
there has been proper training. The advantage of this type of referral is that it is
readily available with little cost.

Many organizations have an established Employee Assistance Program (EAP)
that can provide professional counseling to the employees and members of their
immediate families. Confidentiality is typically a trait of EAP's, and the cost for
their services is either prepaid or available at a reasonable cost to the employee,
much like health insurance.

Community-based services of one kind or another exist in most areas. Examples
of such services are a local mental health center, a university with a graduate
guidance or counseling program, a psychiatric department at a local hospital,
locally available psychologists, or individual guidance specialists with training in
counseling.
Applying this to my situation…
If you had to make a counseling referral, would you know where to begin?
Does your fire department provide this service?
Does the jurisdiction to which your department belongs provide it?
List three possible sources of help to you as a supervisor.
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The third and last situation we will consider is "problem avoidance counseling."
3. Problem avoidance counseling
This involves finding a way to help an employee before the problem gets out of hand.
Many problems develop over time and if an employee does not have the ability to "blow
off steam," the pressure may build up and erupt in a very unacceptable or even dangerous
way. In most cases, all the person needs is someone to listen to the problem or perceived
problem. Many professional counselors and therapists indicate that one of their primary
functions is to serve as a professional "listener."
When a supervisor/counselor functions in a problem-avoidance situation, the person must
remain neutral and nonjudgmental during the process. Often, by letting the employee air
a problem or complaint, the counselor can prevent the situation or issue from being
bottled up and erupting more seriously at a later date. Or, as is often the case, the
employee will talk through the problem and reach a solution without specific advice from
the counselor. Later, we will examine this situation a bit more when we discuss
nondirective counseling.
In brief, the wise supervisor will be able to figure out the "situation" at hand and make a
correct decision as to the most effective kind of counseling to recommend to the
employee. The exercise below will give you some practice.
Applying this to my situation…
Read the following scenarios and then determine if counseling is appropriate and, if it
is, identify the type of counseling most likely to produce positive results.
Scenario One
You are a lieutenant (first-line supervisor) in a small combination department
consisting of 35 persons. While conflicts arise occasionally between the career and
volunteer personnel, there is one conflict that seems to be ongoing. John, the career
man, and Dennis, the volunteer, bicker constantly when they are together. If John is
absent, Dennis complains about John, and vice versa.
John has never been happy with the way Dennis helps around the station. He is always
complaining that Dennis "doesn't ever do a thorough job." According to John, before
the work is completed, Dennis leaves to go back to work or to return home. Dennis, on
the other hand, believes that John is always on his case and that he can never satisfy
John's expectations. Dennis has stated repeatedly that John tries to find things to do
after a call to keep the volunteers from going back to work or returning home. Dennis
resents this "make work" attitude.
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In your judgment, both men are valuable assets. Both are good workers and while the
bickering has not yet caused any serious problems, you are concerned that it might
develop into a serious conflict affecting other personnel. Other personnel seem to like
both John and Dennis as individuals, but when they are together, everyone else wants to
get away from both of them. You need to resolve the difficulty between John and
Dennis. Transferring one of them is not an option.
Do you initiate counseling yourself?
If so, would you counsel individually or together?
Why?
Which type of counseling has the greatest chance of success and why?
Scenario Two
You are chief officer in charge of training and safety in a department with 175 persons.
Larry, one of the instructors, has been slow in getting things done lately and seems to be
forgetting some duties. There seems to have been a significant change in his work
habits. Previously, Larry was on top of things in the training division and often did
things before you realized they were even needed. On top of this, Larry has had several
unexplained absences and has become reticent with the others.
Early on a Monday morning, Larry comes to your office and asks if he can meet
privately with you. As soon as the door is closed, before you can sit down, he blurts out
that his wife has left him, taken the kids, and gone halfway across the country. He
doesn't know when he will be able to see the kids or if his wife will let the kids come
back to visit him. In fact, until the legal proceedings for the divorce are final in several
months, contact with the kids is limited.
As this point, Larry breaks down, a fact that surprises you since he usually doesn't show
much emotion. While trying to control himself, Larry blurts out that he wonders if his
life is worth living without his family. Finally, he looks up and pleads, "Chief, please
help me."
Do you initiate counseling yourself?
Why?
If so, how would you approach this situation?
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If you refer Larry, to whom would you refer him, and what is a reasonable time
schedule to expect the troubled Larry to revert to the "old Larry?"
Scenario Three
You are a battalion chief in a medium-sized department of 75 personnel. One
afternoon, Jerry calls you and asks if you have a few minutes to talk. He is a battalion
chief in a neighboring department about the same size as yours. He is a close friend
from childhood with whom you have stayed in touch. Your families even socialize
together. You and Jerry obviously have a lot in common regarding work. When Jerry
reaches your office, he closes the door, sits down, and says, "I am mad as hell and I
need to talk to someone to blow off some steam."
Jerry is a very knowledgeable and effective chief. He has won several awards, and all
of the officers and firefighters in his department say only good things about him. He
instructs on a regular basis in the fire science program at the local community college
and is a regular adjunct at the State fire training academy. Recently, there were various
promotions and lateral transfers within Jerry's department and the chief of department
chose a "lead battalion chief." The chief selected a "good old boy" who was a personal
friend and who, in the opinion of most, was not qualified for the job. While upset, Jerry
likes his job and probably all he really needs is a sounding board.
Do you initiate counseling yourself?
Why?
If so, how would you approach this situation?
If you choose not to counsel, how would you handle being a sounding board for Jerry?
Some Possible Solutions…
As you probably realize, there is no one "textbook" solution to problems like these. But
there are some guidelines that can help to distinguish between appropriate and
inappropriate responses. See if you agree with the following solutions.
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Scenario One
The conflict between John and Dennis appears to be the type of problem the lieutenant
can handle. Therefore, the officer should initiate counseling by bringing both firefighters
together to identify the problem. After the initial meeting, separate meetings with each
should take place to get all the information and complaints on the table. Finally, John and
Dennis should return for another joint session, with the lieutenant guiding the
conversation. The lieutenant must insist on a resolution, as this situation is having an
adverse effect on others.
How closely does this compare to your solution?
If different, do you agree with this analysis?
What would you change?
Scenario Two
Fire officers typically are not prepared or trained to handle serious family and personal
problems. Larry needs professional help quickly, before his depression gets worse and
suicidal thoughts intensify. You recommend some professional help through the city's
EAP and maintain communication with Larry to ensure he gets the help he needs quickly.
How closely does this compare to your solution?
If different, do you agree with this analysis?
What would you change?
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Scenario Three
Jerry needs a sympathetic friend to listen to his situation and share his disappointment.
He really needs a shoulder to cry on. You have no direct control over any of the issues
that affect Jerry, but you do have years of friendship invested. After listening and
remaining neutral but supportive of his situation, you may offer some positive directions
that Jerry can pursue to soften the blow of what has happened to him.
How closely does this compare to your solution?
If different, do you agree with this analysis?
What would you change?
The Counseling Process
Having briefly examined how different kinds of counseling fit different situations, now
let's take a look at the counseling process itself. There are several approaches to
counseling and no one approach is necessarily better than another. The question is to
determine which one fits the need most. The effective supervisor needs to recognize
these different counseling approaches and the conditions under which they are most
appropriate and effective. We will review four approaches.
The Directive Approach
The directive approach to counseling involves the counselor becoming actively involved
in the counseling process by giving advice, expressing opinions, and making suggestions
during the session or sessions. It is more of an interventionist approach.
The counselor plays the role of a more experienced person who can assist another by
providing insights and information. Quite often the counselor perceives a need to initiate
counseling with the employee, or the employee might solicit some help. After the
counseling session begins, the counselor takes the initiative and may provide ideas or
suggestions even if not solicited. The danger here is that the unwary counselor might
dominate the situation. This would be unfortunate because it might lead the person being
counseled to be less forthcoming with personal thoughts and feelings.
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The Nondirective Approach
The nondirective approach is one that stresses listening and allows the employee to reach
personal conclusions with a minimal amount of guidance from the counselor. During this
kind of counseling, the counselor allows the employee to talk through the situation and
refrains from imposing personal points of view. However, that does not mean the
counselor is passive. Rather, the counselor asks questions and requests clarifications to
redirect the thought process of the one being counseled.
The counselor's attitude is such that it is in the employee's best interest to determine for
him/herself the most suitable course of action. The counselor is very cautious in
expressing personal views or opinions and offering advice in the form of alternatives,
when the employee reaches a decision point.
The Behavioral Approach
A counselor using the behavioral approach focuses on the employee's overt behaviors.
This approach works on the basis that a person can change an employee's behavior by
modifying the reinforcements of that behavior. It is a direct application of the behavioral
modification theory of motivation that claims that reinforcement of positive behaviors
can result in those behaviors occurring on a regular basis.
The Eclectic Approach
This approach to counseling has become a more dominant approach within the last
several years. A supervisor who uses this approach selects the style of counseling based
on the situation and level of comfort dealing with the issue at hand. For example, a
supervisor facing an unfamiliar situation may elect to use a nondirective approach and
allow the employee to talk through the issue rather than intervene in a directive way. On
the other hand, a supervisor may opt to use a directive approach with a new recruit who
needs guidance to work through a situation that may be common to new employees.
The danger with the eclectic approach is that the supervisor may use an unfamiliar
technique or one not well suited to the supervisor's personality. An individual who tends
to be quiet and withdrawn may have difficulty with a directive approach. Conversely an
outgoing, very vocal supervisor may have trouble with the nondirective approach; it is
important for the supervisor to choose carefully.
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Applying this to my situation…
Take a moment or two to recall a situation when you were the one counseled, perhaps
when your supervisor gave you some job "counseling" in the form of a suggestion on
how to perform better, smarter, or faster.
What counseling approach did the supervisor use?
What were your reactions at the time?
Do you think now that the supervisor used the right approach?
If your answer is "no," which method would have been preferable and why?
We will take a closer look at various counseling stages so that you can appreciate the
counseling process better.
Counseling Phases
The counseling process typically consists of three phases, each varying in length and
intensity, depending on the situation. These phases are guidelines to use in judging where
the individuals involved are in the counseling process and in evaluating progress. The
phases are setting the stage, delineating the strategy, terminating the process, and
conducting followup.
Phase 1: Setting the stage
This first phase is critical to the entire process. Since the supervisor-employee typically
have another relationship, that of manager-subordinate, it is important to agree on exactly
what will occur before starting the counseling process. While it is difficult, if not
impossible, to separate the two relationships completely, both parties should make every
effort to try. The more this can happen, the more likely the counseling will be successful.
This clarification needs to occur at the very beginning of the first session, before there is
any focusing on the issue at hand. There are two steps that will assist in setting the stage.

Step 1: Define the situation, issue, or problem on which the counseling will
focus.
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There must be a specific reason for the counseling. The supervisor needs to be sure to
identify this reason clearly so there is no misunderstanding as to why counseling is
occurring. If the specific reason is not definable yet, but there is an evident need for
counseling, the supervisor should consider referring the employee to a professional
counselor. This is not the kind of situation for supervisor-employee counseling.

Step 2: Create an atmosphere conducive to assisting the employee.
The supervisor's behavior and attitude will do more to set the stage than anything else.
It is important that the employee recognizes and understands that the counseling process
is not a disciplinary one. Assistance, rather than punishment, is the focus. Here are
four factors that can assist in establishing a relaxed atmosphere.
The Physical Environment. Selecting a time and place that will allow a quiet and
uninterrupted session to occur is essential. The ideal is a neutral spot away from a lot of
the daily activity and hubbub. The supervisor must not, under any circumstances, allow
routine interruptions such as telephone calls or knocks on the door to disturb the
session. Total and undivided attention must be given to the employee and the issue at
hand.
Relaxed Attitude. One of the initial goals of any counseling session is to get the
employee to relax in order to be able to express personal thoughts freely. For this to
occur, the supervisor first must demonstrate a relaxed attitude through tone of voice, rate
of speech, body language, facial expression, eye contact, and so forth. The physical
environment will have a lot to do with creating a relaxed atmosphere and that is why its
selection is important.
Applying this to my situation…
Recall another counseling situation when you were either the counselor or the one
counseled. Describe the "atmosphere" surrounding the counseling situation. What was
the physical environment like? Was the mood relaxed?
Setting:
Mood:
In your current situation as a supervisor, make a list of four or five suitable work
locations that would be appropriate and inappropriate for counseling an employee.
Appropriate locales: _______________ _______________ _______________
________________ ________________
Inappropriate locales: ______________ _______________ _______________
________________ ________________
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Patience. A vital counseling trait for a supervisor is patience. An integral part of active
listening is to allow the employee to fully express thoughts and feelings about the
situation. When dealing with a difficult topic, the one being counseled often will not go
directly to the heart of the issue. The more painful it is to the individual, the greater the
tendency to "beat around the bush." More than likely the situation has developed over
time. It is not reasonable to expect the employee to be able to focus on the critical aspects
of the issue immediately. In some cases, the employee will not really appreciate the
central issue and it may be only after talking "around" it for a period of time that it
becomes clear. This may be truer of the counselor than the one being counseled. In any
case, it requires patience on the part of the counselor.
Listening Skills. While most individuals take listening for granted, it is very common
for people not to really listen and hear what another person is saying, either verbally or
nonverbally. There are a lot of reasons for this but the constancy, volume, and intensity
of sounds our culture generates day in and day out increases the tendency. Sound, not to
mention noise, bombards us constantly. We have become rather adept at screening out
what we do not want to hear.
So in a counseling situation, the counselor needs to be very attentive to listen well and
hear what is being said or not said. Good listening skills are critical to successful
counseling. Simple tactics, like notetaking, rephrasing statements, and questioning
without giving the impression of probing, help listening. These tactics will help the
employee believe that the supervisor is really listening and hearing what is being said.
Applying this to my situation…
Recall a recent counseling situation where you counseled an employee. Evaluate it in
terms of your patience and listening skills.
How well would the employee rate you on your patience and listening skills?
How well do you think you did in terms of patience and listening skills?
What tactics did you use to communicate that you were attentive?
What would you do differently next time?
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Now let's examine the second phase of the counseling process.
Phase 2: Delineating the strategy
The second phase of counseling is determining the most appropriate strategy. To do so,
the supervisor-employer must define the counseling objective. This will dictate how to
address the problem or issue. One should use observable and measurable terms to state
the objective so that both the supervisor and employee can determine completion or
success.
The critical element in determining a counseling strategy is to match it with the way the
employee seems to learn or process information. This may not be all that easy to figure
out, but the closer the match between the strategy and the employee's way of processing
information, the better. Below are five methods for determining a counseling objective.
Instructing
Some situations may require "teaching" the employee. For example, an employee who is
chronically late completing tasks might respond to instruction on how best to organize
time in the morning at the start of work. This may include pointers on deciding which
duties are important and which are irrelevant.
Modeling
Direct modeling involves the employee emulating someone known in the work
environment who demonstrates the desired behavior. Indirect modeling calls for the
employee to describe in writing how one would solve the current issue and then translate
the description into practice. The practice could be in the form of role playing.
Changing Reinforcement Patterns
Consistent with the behavioral approach to counseling, this method works on the
employee's environment. Things in a person's environment either can reinforce or
aggravate undesirable behaviors. By changing these reinforcement patterns, an individual
can learn new behaviors.
Becoming More Aware of Self
There are various types of self-assessment available that one can self-administer. An
individual needs to appreciate personal strengths and weaknesses before making
conscious behavior changes. Once a person has identified specific weaknesses, a plan
can be developed and implemented to eliminate or modify them. Quite often, one of the
other counseling strategies should supplement this self-assessment.
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Making More Effective Personal Decisions
Some situations requiring counseling stem from an employee's inability to make or carry
out an important decision. An example might be a first-line supervisor experiencing
trouble administering disciplinary action to a subordinate who has repeatedly exhibited
inappropriate behavior such as racial or sexual insensitivity. Once an employee improves
decisionmaking skills and understands both the need and the importance of the decision,
the situation may pretty much take care of itself.
Applying this to my situation…
Go back to the three scenarios presented earlier in the module. Reread each one and try
to identify the specific objective the counselor had in mind. Then, identify the strategy
or strategies you would have recommended to assist in modifying the behavior.
Scenario 1
Objective:
Recommended strategy:
Scenario 2
Objective:
Recommended strategy:
Scenario 3
Objective:
Recommended strategy:
The third and last phase of counseling is terminating the counseling process and
conducting followup.
Phase 3: Terminating the counseling process and conducting followup
Simply stated, a counseling process or series of sessions ends when the parties achieve
the intended objective, when one has modified the identified behavior or has established a
positive direction relative to the issue. This is usually by mutual agreement of the two
parties.
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As the relationship terminates, it is essential that the confidentiality of the counseling
relationship remain inviolable. It must be clear to the one counseled that future
counseling is available as needed. Finally, the parties should try to agree on a followup
schedule to reinforce the benefits of the process.
At this point in our study, we need to shift gears a bit and look at coaching as a form of
counseling. As we will see, there are some significant differences.
Coaching as a Counseling Technique
At the start of this module, we mentioned that counseling is a somewhat elastic term that
stretches from simple on-the-job coaching to more formalized counseling such as that
offered by a professional counselor. We need to return now to the counseling that is at
the coaching end of the spectrum and examine it a bit.
Coaching Skills
Coaching employees to maximize their performance is an important skill for supervisors.
While many definitions exist, Tom Peters, a well-known management consultant, author
and lecturer, talks about coaching as the ability a good leader has to draw into a
functional team people from diverse backgrounds. These people represent different
talents, experiences, and interests. By blending them into an effective team, the leader
invites them to assume new responsibility of continued achievement. In so doing, the
leader treats these contributors as full-fledged partners.
What makes an effective coach? Many traits come to mind and most people can probably
readily recall an individual who was impressive as a coach. That person may have been a
high school, college, or professional athletic coach or possibly a coach of other school
activities such as drama, debate, or chorus. The person may have coached youth activities
or even an unorganized group of individuals. Presumably, these people have some
common, basic characteristics that make them effective coaches.
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Applying this to my situation…
Recall a coach you had at some stage in life. Try to identify what made that person an
effective coach. List and briefly describe five or six traits that contributed to making
that person memorable to you as a coach.
Trait 1
Trait 2
Trait 3
Trait 4
Trait 5
Traits of a Good Coach
Undoubtedly, if you asked 10 different people, they likely would identify a different set of
traits typical of a "good" coach. And, all probably would be right to some degree. If
given enough time, all 10 persons questioned might even agree on a specific list of traits.
In any case, it probably is safe to assume that the following five traits are representative
of a "good" coach, even if this list is far from complete.

The person is visionary.
Effective coaches are able to formulate and communicate a mental image of a
possible and desirable future goal, such as to win the league championship. The
effective coach can see beyond the obvious, visualize the big picture, and have a
future orientation. The coach must recognize trends in the profession, treat
failures as opportunities, and constantly search for improvements.

The person is self-confident.
Self-confidence is an essential quality of a coach. A coach needs to believe in a
person and be confident of making a difference. This self-confidence roots itself
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in a healthy self-image, as well as in technical expertise and a track record of
success.

The person is humble.
A good coach, while evidencing self-confidence, must remain humble. This is not
an easy balancing act. Humility means openly acknowledging one's limited
knowledge and experience even while communicating the vision that drives the
team. As the occasion warrants, the self-confident coach admits mistakes and
does not pretend they do not occur. Nothing drives wedges between the coach
and the team more than the inability to admit failure.

The person is confident of others.
In a true sense, a leader gets what the leader earns. The Pygmalion theory of
motivation suggests that one person's expectations of another are a very powerful
influence. High expectations properly manifested can lead to high performance,
and low expectations can result in low returns. However, the trick is to
communicate the high expectations in a way that does not have an adverse effect.
Often, tensions between parents and their children result from the high
expectations as much as from the manner in which parents communicate them.
Since personal feelings play a major role in establishing self-confidence, the good
coach knows how to blend high expectations with a genuine appreciation and
recognition of the talents and skills of others. When a person truly appreciates
another, positive vibes emanate and good behavior gets reinforced. On the other
hand, dislike of someone sends negative messages which tend to reinforce
negative behavior and reduce the incentive to improve.

The person is flexible.
Each and every player on the team, in the department, or in the work unit is
crucial to an effective supervisor. Like a coach and his team, the supervisor must
focus on extracting the maximum performance of each member of the group. A
good coach is able to blend the best of each person into a common effort which
produces results.
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Applying this to my situation…
In the last application exercise, you were asked to list traits that applied to an effective
coach in your life. Which of the traits just described did you list?
Based on your life's experience, what five traits would you select as representative of a
"good" coach?
How well would that effective coach in your life measure up to this list?
Coaching Techniques
The good supervisor or coach can use a variety of techniques to help an employee who
may need only coaching rather than counseling. We will examine three very common
techniques that allow the supervisor the necessary flexibility to work with someone who
needs help. While examining these techniques, we also will look at two coaching models
that can be used in the process. The techniques are part and parcel of the models. First,
we will describe briefly the techniques--training, challenging, and mentoring--and then
insert them in the models.
Training
Typically training includes the following three concepts:



correcting unsatisfactory skills, techniques, or procedures;
teaching new skills, techniques, or procedures; and
helping to maintain proficiency in required tasks.
Training can be formal or structured such as in a classroom or on a drill tower, or it can
be informal such as providing instant feedback in a one-on-one situation.
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Challenging
This is helping an individual to reach his/her personal potential or urging the individual to
"stretch." Examples would be a supervisor assisting an employee to build upon existing
strengths without forcing that person to exceed personal limits. This requires sensitivity
to each individual, an appreciation of what each has to offer, as well as the limits of each.
Encouraging someone to attempt to accomplish something unattainable will result in
reduced employee self-confidence and might even increase distrust of the supervisor.
Mentoring
Taking a personal interest in the career development of a promising subordinate and
helping that person to grow professionally is mentoring. A supervisor becomes a mentor
by being able to recognize unusual potential in a subordinate, by providing growth
opportunities to that employee, and by helping the employee to grow. If the employee is
ready for leadership and management, these opportunities would include situations that
help the employee to get prepared for more responsible jobs.
As we said, these three techniques are part and parcel of two coaching models. We will
look at these models.
Two Coaching Models
Coaching Analysis Model 1 is the simpler of the two coaching models, and it addresses
job performance issues. The basis of the analysis is one of the many job performance
criteria used to evaluate the employee. Obviously a job consists of many criteria, but here
we are focusing on just one to illustrate the model.
The supervisor begins by asking how the employee is doing relative to the criterion in
question. For purposes of the model, there are three possible answers: satisfactory,
unsatisfactory, or above satisfactory.
If the employee is performing above the satisfactory level, little is needed except perhaps
some followup mentoring to encourage the employee to continue excelling. If the person
is performing at a satisfactory level, perhaps the supervisor needs to challenge the
employee to strive a bit harder to reach the above-satisfactory level so as not to remain
stagnant.
If performance is unsatisfactory, the supervisor must determine where the employee is
deficient. There could be many reasons, but it often will boil down to a skills deficiency.
In this case, the supervisor should offer formalized performance training or, in less severe
cases, ongoing job counseling. The drawing below depicts this model.
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Coaching Analysis Model 1
Describe Present Performance
(Specific Task or Activity)
Everything Satisfactory?
Challenge
Anything Unsatisfactory?
Above Satisfactory?
Describe Performance
Discrepancy
Mentor
Skill Deficiency?
Yes
No
Train
Counsel
Coaching Analysis Model 2 is a bit more complex and addresses an unidentified skill
deficiency. In a sense, it begins where Model 1 ends. However, one could use the two
together. This model leads a supervisor through a review of a situation by asking a
series of questions and recommending a course of action. If a person's inappropriate or
deficient behavior is related to a skill deficiency, the question gets either a "yes" or "no"
answer. If "yes," the end result is a training strategy. If "no," it leads to a counseling
strategy as indicated in Model 1.
Training Strategy
In Model 2, the training strategy would continue on one side of the drawing. Assuming
a skill deficiency--as a starting point--the next question to ask is "Did the employee
formerly do it?" If the answer here is "no," the supervisor needs to arrange for some
kind of formal training. If the answer is "yes," there is a following question: "How
often does one use the skill?" Depending on the answer, the supervisor may arrange
some limited practice or provide for feedback. Normally, this process will assure some
result and the coaching cycle is over. The training strategy for Coaching Analysis
Model 2 is shown on the next page.
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Employee used to do it?
No
Yes
Arrange Formal Training
Skill Used Often?
No
Yes
Arrange Practice
Arrange Feedback
Counseling Strategy
In Model 2, this strategy would be on the other side of the drawing. It is a bit more
involved than the training strategy even though its starting point is the same: "Is there a
skill deficiency?" This time the answer is "no." Hence there are six questions to
consider.
1.
Is good performance being punished somehow? If "yes," the supervisor needs to
remove whatever is "punishing" good behavior and replace it with something
rewarding.
2.
This is the opposite of the first question and asks: Is nonperformance being
rewarded? If "yes," the supervisor needs to intercede again, but this time to
arrange for positive consequences to nonperformance. Nothing is so demoralizing
to the real workers as failure on the part of management to require more from
those who do not perform.
3.
Does performance really matter? If "no," the supervisor needs to explain the lack
of performance so that the employee is motivated to contribute to the mission.
4.
Is good performance rewarded? If "no," the supervisor needs to find ways to
reward those who perform well. Otherwise the performers will perceive sooner or
later that performing well makes no difference. The result could be indifference.
5.
Is nonperformance punished? If "yes," the supervisor needs to explain the
consequences of nonperformance, hoping this will spur the employee on.
6.
Are there obstacles in the way? If the response is "yes," the supervisor needs to
find out what the obstacles are and remove them.
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If the answer to the original skill deficiency question is "no," the counseling strategy from
the Coaching Analysis Model 2 could be shown as below.
Arrange Feedback
Good Performance Punishing?
Yes
Remove Punishment
Nonperformance Rewarding?
Yes
Arrange Positive Consequence
Does Performance Matter?
No
Explain Impact
Good Performance Rewarding?
No
Provide Rewards
Nonperformance Punishing?
Yes
Explain Possibility
Yes
Remove Obstacles
Obstacles?
For all six questions presented here, the supervisor must take some intercessory action.
Counseling will be a definite part of this intercessory action at least in three specific
instances represented by questions 2, 3, and 5. In the other three instances, the supervisor
needs to take more concrete action. However, counseling also may be part of this
intercession.
If the answers to these six questions were opposite of the ones proposed above, it would
indicate that the work situation appears rather healthy, normal, and productive. Given
this, if the employee still demonstrated some problematic behavior, the supervisor
probably needs to look elsewhere for the cause of the problem and the solution. It may be
time to refer the employee to a professional counselor.
The kind of job counseling demonstrated by the two models is likely to be used more
commonly by supervisors. Hopefully, the more formalized, professional counseling will
be a rarity on the job. In any given situation, the well-prepared supervisor should be able
to differentiate between the need for coaching and the need for counseling.
If an employee needs coaching, the supervisor can use the models presented here (or
some similar model) to deal with the problem. If an employee needs counseling, the
supervisor should turn to professionals unless the supervisor is a trained counselor. Even
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then, there may be some extenuating circumstances as the module pointed out earlier.
The wiser course may be to refer the employee to an independent counselor in any case.
Applying this to my situation…
Read the case studies, refer to the coaching analysis models just presented, and select a
strategy to deal with the situation. As part of your strategy, list the steps you would
take as the supervisor to coach employee job performance.
Case Study 1: Battalion Commander Smith
Within the past year, your department has initiated several new operational procedures
that are to be used at all emergencies. These include 1) the use of an incident
management system whenever two or more units respond to an incident; 2) a personnel
accountability system at all working incidents that have a hazardous area designation;
and 3) the designation of one or more rapid intervention crews whenever personnel are
inside a hazardous area or structure.
All officers had to certify that they had received prior training in these matters or attend
a 2-day training course on the new procedures. Implementation of these new
procedures has been, for the most part, haphazard and inconsistent. While the
procedures seem sound, getting the officers to use them correctly and consistently has
proved difficult.
Battalion Commander Smith certified that he/she had received the above training and
that he/she was prepared to implement the procedures. Since their implementation, it
has become apparent that Smith has an outstanding knowledge of the incident
management system as well as the accountability and rapid intervention crew
procedures. He/She has demonstrated his/her knowledge and ability to follow these
procedures on several major incidents and has made some suggestions for improving
one or more of them. Personnel, both on his/her shift and on other shifts, come to
Smith for advice regarding the application of one or more specific procedures. While
pleasant, he/she is very reluctant to offer his/her opinion to staff and generally refers the
inquiries to the training division.
You would like to involve Smith in the training of new officers on these procedures;
you would like him/her to serve as a resource person for questions that arise regularly
regarding the application of these procedures at emergency incidents.
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Smith is a 15-year veteran of the department. He/She always has been recognized as a
good emergency incident manager. However, some of his/her personnel practices and
nonemergency managerial practices have caused some difficulties from time to time.
These are not really serious, but there have been enough incidents of certain types that
senior management does not have a high degree of confidence in Smith as a midlevel
manager.
He/She is ambivalent about senior management's attitude toward him/her; however,
he/she has not exercised his/her full potential as a manager. He/She is typically an
underachiever in most areas except those that hold a personal interest for him/her. In
these areas, he/she is often an overachiever. This lack of interest on Smith's part
apparently stems from differences in attitude and supervisory approach between
him/herself and senior management.
You have convinced senior management, despite its reservations about Smith's
capabilities, to allow you to use him/her as a field instructor for the implementation of
the operational procedures.
Coaching Strategy Chosen:
Steps Chosen:
Case Study 2: Apparatus Operator Johnson
It has come to your attention that apparatus operator Johnson, who is under your
command, has been performing at a less than acceptable level. The company to which
Johnson belongs responds to a high number of calls, and seldom does a shift go by that
he/she does not have to operate the pump. He/She has, on many occasions, failed to
adjust the pump properly at working fires. In the most recent case, he/she allowed
his/her apparatus tank to run dry while a crew was still knocking down the room-andcontents fire in the building. Johnson blamed the situation on a faulty water level
indicator.
An observer reported that Johnson had left the pump panel and was chatting with
several spectators that he/she knew. The two firefighters left in the building when
water was "lost" have voiced their anger and concern with respect to Johnson's
performance. They have asked you to take some action.
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Johnson has been with the department for almost 20 years. He/She is 45, single, and
has never been interested in preparing for or competing for promotion to officer's rank.
He/She has a number of nonwork hobbies that seem to garner most of his/her interest,
sometimes even while on duty. Recently he/she has been talking about retirement when
he/she reaches his/her "20" so he/she can move to a remote area of Montana or
Wyoming and be free to live a more relaxed life style.
For a number of years, Johnson was a very proficient apparatus operator and was even
one of the field instructors responsible for personnel training on apparatus operator
tests. Within the last few years, however, his/her interest and even his/her performance
have deteriorated and he/she has not served as a field instructor for over 4 years. Now
it appears that recent events might lead to a potentially dangerous situation.
Coaching Strategy Chosen:
Steps Chosen:
Some Possible Solutions…
The following are two of the several coaching strategies applicable to the scenarios just
examined. Naturally, they are not the only two appropriate ones nor are they necessarily
the best. They do, however, illustrate how one can apply the coaching analysis models.
Case Study 1: Battalion Commander Smith
With respect to the new operational procedures, Battalion Chief Smith has an above
satisfactory performance level (see Coaching Analysis Model 1). If this determination is
made, Smith could be a candidate for mentoring. However, there is one possible element
of his/her performance that is "unsatisfactory," namely, his/her reluctance to accept a
leadership and instructional role with the other personnel regarding the new operational
procedures. If this is determined, Coaching Analysis Model 2 applies. It is obvious that
the unsatisfactory performance is not a skill deficiency. As a result, a counseling strategy
seems appropriate.
As a supervisor, you could focus on two questions in applying Coaching Analysis Model
2.
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1.
Is good performance rewarding? Probably not, since management has not
identified Smith as a competent midlevel manager based on his/her nonemergency
performance.
2.
Does performance matter? Smith's previous efforts on improving operational
procedures have most likely fallen on deaf ears with management. Hence, Smith
has adopted a "who cares" attitude.
How closely does this compare to your solution?
If different, do you agree with this analysis?
What would you change?
Case Study 2: Apparatus Operator Johnson
It is apparent from the background material that Johnson's difficulty appears to require
counseling. He/She definitely once had the skills (former field instructor) and uses the
skills on a regular basis (an average of at least once a shift). If a training strategy is
applied, it should result in obtaining some feedback from Johnson as to why his/her
performance has suffered.
Possibly a more appropriate strategy begins by recognizing that this is not a skill
deficiency. This would lead to a counseling strategy. Two options present themselves.
The first is that nonperformance is rewarding. If this avenue is chosen, the "reward" for
nonperformance must be removed and a "reward" for positive performance inserted. The
second possible avenue is that good performance doesn't matter. In this case, Johnson
must have the effect of his/her actions explained to him/her with a commitment from
him/her that his/her performance as an apparatus operator will henceforth be at an
acceptable level.
How closely does this compare to your solution?
If different, do you agree with this analysis?
What would you change?
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Summary
A good supervisor needs to be a good coach and sometimes a good counselor. Working
with people means helping them become team members who have a common mission. In
many cases, probably even most, good coaching done at the right time in the right setting
will suffice. In other cases, more serious problems will call for formalized counseling. It
is hoped that this module has helped you to differentiate between the two and shown you
how to use appropriate techniques in the coaching situation.
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End-of-Module Activity
Modern fire departments are expected to provide an ever-increasing array of services to
their constituents. This fact and the other stresses that face personnel can increase the
chances that employees will experience performance problems and need help.
1.
Describe the guidelines that exist in your department regarding what a supervisor
should do if an employee's personal problems are affecting job performance.
2.
What could be done to improve the guidelines?
3.
Conduct a little research and complete a chart like the one below regarding
sources of counseling help for employee problems you have encountered (or are
likely to) as a supervisor.
Problem
Counseling
Source of Help
Address/Phone
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Module 6
Module Review Questions
True or False--Circle T or F.
T F
1.
Counseling is a process by which a person receives help to
function in a more rewarding way.
T F
2.
Counseling can be a one-on-one or a one-on-many situation.
T F
3.
In a formal counseling situation, the one counseled determines the
assistance to be provided.
T F
4.
Coaching is a form of counseling.
T F
5.
Referral counseling is when the supervisor personally counsels an
employee.
T F
6.
The directive approach to counseling is always appropriate.
T F
7.
Employer-employee counseling is appropriate in most job
situations if the problem is minor, with other factors being equal.
T F
8.
The behavioral approach is a direct application of the behavioral
modification theory.
T F
9.
The atmosphere in which the counseling occurs has little
importance.
T F
10.
Coaching by its nature is more directive or assertive than
counseling.
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Multiple Choice--Circle the letter of the answer you choose.
1.
Three fairly standard types of situations involved in counseling are
a.
b.
c.
2.
In the directive approach to counseling
a.
b.
c.
3.
b.
c.
vision, physical dexterity, and empathy.
flexibility, a good track record, and empathy.
confidence in others, humility, and vision.
In Coaching Analysis Model 1, after describing present performance, there
are _______ possible options.
a.
b.
c.
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good listening skills, good writing skills, and understanding.
good listening skills, patience, and understanding.
good computer skills, understanding, and empathy.
A good coach possesses
a.
b.
c.
6.
analyzing the problem, recommending a solution, and following up
on progress.
setting the stage, delineating a strategy, and terminating the
counseling.
analyzing the problem, discussing it with the one counseled, and
letting that person choose the options.
Critical traits of a good counselor are
a.
b.
c.
5.
the counselor plays the more assertive role.
the one counseled plays the more assertive role.
the counselor and the one counseled have equally assertive roles.
A formal counseling process includes
a.
4.
employee-employer counseling, referral counseling, and problem
avoidance counseling.
performance evaluation counseling, job counseling, and referral
counseling.
employer-employee counseling, job counseling, and performance
evaluation counseling.
2.
3.
4.
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7.
Good coaching techniques include
a.
b.
c.
8.
b.
c.
job counseling requires less formal training than formalized
counseling.
coaching and counseling require only a common-sense approach to
be effective.
most supervisors receive adequate counseling training.
Terminating the counseling process involves
a.
b.
c.
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2.
6.
12.
Of the following statements, the most accurate one is
a.
10.
training, critiquing, and challenging.
counseling, reprimanding, and reporting.
mentoring, training, and challenging.
In Coaching Analysis Model 2, the "counseling strategy" to remedy skill
deficiency has _______ options.
a.
b.
c.
9.
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reaffirming confidentiality and leaving the door open to further
counseling if needed.
reviewing the decisions made and asking for a status report in 6
weeks.
writing an action plan to effect behavior change.
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