 Coaching
 Coaching Styles
 Coaching Process
 Performance Review Meetings

The Four-Step Coaching Process
1
2
3
4
Preparing to coach
Developing a mutually agreed change plan
Engaging in active coaching
Evaluating for feedback and follow-up
10–2
9-2

 A ntecedents
 What things must come before the person does the job?
 B ehavior
 Can the person do the job if he or she wanted to?
 C onsequences
 What are the consequences of doing the job right?
10–3
9-3

FIGURE 10–1 A Short Course in Improving Interpersonal
Communications
10–4
9-4

 Require mentoring?
 Provide mentoring training?
 Does distance matter?
 Same or different departments?
 Big or small difference in rank?
10–5
9-5

 Choose an appropriate potential mentor.
 Don’t be surprised if you’re turned down.
 Be sure that the mentor understands what you expect in terms of time and advice.
 Have an agenda.
 Respect the mentor’s time.
10–6
9-6

 Are professionally competent
 Are trustworthy
 Are consistent
 Have the ability to communicate
 Are willing to share control
 Set high standards
 Are willing to invest time and effort
 Actively steer protégés into important work
10–7
9-7

FIGURE 10–2
Coach’s
Self-
Evaluation
Checklist
10–8
9-8




Coaching


Involves educating, instructing, and training subordinates
Focuses on teaching shorter-term job-related skills
Mentoring




Is actively advising, counseling, and guiding
Is helping employees navigate longer-term career hazards
Is leading highly trained employees and self-managing teams
Supplants the need for authority and for giving orders for getting things done
Coaching and mentoring require both analytical and interpersonal skills.
10–9
9-9

Coaching: Definition (1)
 Helping relationship
 Manager
 Interacts with employee and
 Takes active role and interest in performance

Coaching: Definition (2)
 Collaborative ongoing process
 Directing employee behavior
 Motivating employee behavior
 Rewarding employee behavior
 Concern with long-term performance

Understanding Successful Coaching
Guiding Principles (1 )
 A good coaching relationship is essential
:
 Trusting and collaborative
 Willing to listen in order to understand
 Looking for positive aspects of the employee
 Understanding that coaching is done
with the employee, not to the employee

Understanding Successful Coaching
Guiding Principles (2)
 The Employee is the Source and
Director of change
 The Employee is whole and unique
 The Coach is the Facilitator of the
Employee’s growth

Major Coaching Functions:
 Give advice
 Provide guidance
 Provide support
 Give confidence
 Promote greater competence

 Leading
 Aim is positive change
 Setting direction
 Aligning people to vision
 Motivating
 Coaching
 Managing
 Aim is predictable, orderly results
 Organizing




Staffing
Planning
Budgeting
Solving problems
Managers are responsible for implementing a plan. Leaders grow the dream and enroll people to help achieve it.

HEAD
HEART
Motivation
Energy
Enthusiasm
Passion
PERSONAL
ENGAGEMENT
INTELLECTUAL
UNDERSTANDING
Frameworks
Models
Tools
Examples
Demonstration
Behaviours
HAND
WALKING THE TALK
9-16

9-17

 G – GOAL: What do you want?
 R – REALITY: What is happening now ?
 O – OPTIONS: What could you do?
 W – WILL: What will you do?
9-18

GOAL
What do you want to move forward on…?
What can we achieve in the time available…? What would be the most helpful thing for you to take away from this session?
G R O
T W
TOPIC
Tell me about…
What would you like to think/talk about…?
Give me a flavour in a few short sentences...
REALITY
What is happening now that tells you…? Describe the current situation… What made you realise that you need to do something different?
OPTIONS
What could you do to move yourself just one step forward…?
What are your options…? How far towards your objective will that take you…?
WILL
What will you do next…?
How, when, with whom…?
What do you need from me?
21
9-19

Key Coaching Behaviors
 Establish developmental objectives
 Communicate effectively
 Motivate employees
 Document performance
 Give feedback
 Diagnose performance problems
 Develop employees

The Good Coach Questionnaire





Do you listen to your employees?
Do you understand the individual needs of your employees?
Do you encourage employees to express their feelings openly?
Do you provide your employees with tangible and intangible support for development?
Do your employees know your expectations about their performance?
(continued on next slide)

The Good Coach Questionnaire
(continued)
 Do you encourage open and honest discussions and problem solving?
 Do you help your employees create action plans that will
 Solve problems?
 Create changes?
 Do you help your employees explore potential areas of growth and development?

Coaching Styles
More assertive
Less assertive
Task & Fact oriented
People oriented
Driver
Persuader
Analyzer
Amiable

Adaptive coaches use all styles according to employee needs:
 Sometimes providing direction
 Sometimes persuading
 Sometimes showing empathy
 Sometimes paying close attention to rules and established procedures

Coaching Process

Coaching Process:
 Set Developmental Goals
 Identify Resources and Strategies
Needed to Implement
Developmental Goals
 Implement Developmental Goals

Coaching Process:
Overview of remaining steps
 Observe and Document
Developmental Behavior and
Outcomes
 Give Feedback
 Praise
 Negative Feedback

Observe and Document Developmental Behavior and Outcomes
Constraints:
 Time
 Situation
 Activity

Organizational Activities to improve documentation of performance
 Good communication plan to get manager buy-in
 Training programs
 Rater error training
 Frame-of-reference training
 Behavioral observation training
 Self-leadership training

Reasons to document performance
 Minimize cognitive load
 Create trust
 Plan for the future
 Provide legal protection

Recommendations for Documentation
 Be specific
 Use adjectives and adverbs sparingly
 Balance positives with negatives
 Focus on job-related information
 Be comprehensive
 Standardize procedures
 Describe observable behavior

Giving Feedback
 Main purposes:
 Help build confidence
 Develop competence
 Enhance involvement
 Improve future performance

Potential costs of failing to provide feedback:




To be effective, feedback should :
 Be timely
 Be frequent
 Be specific
 Be verifiable
 Be consistent (over time and across employees)
 Be given privately
 Provide context and consequences

To be effective, feedback should:
(continued)
 Provide description first, evaluation second
 Cover the continuum of performance
 Identify patterns
 Demonstrate confidence in employee
 Allow for both
 Supervisor’s advice and
 Idea generation by both


Employee
Supervisor

Guidelines for Giving Praise
 Be sincere – only give praise when it is deserved
 Give praise about specific behaviors or results
 Take your time
 Be comfortable with act of praising
 Emphasize the positive

Giving Negative Feedback
Managers avoid giving negative feedback due to:
 Negative reactions and consequences
 Negative experiences in the past
 Playing “god”
 Need for irrefutable and conclusive evidence

Negative feedback is most useful when it:
 Identifies warning signs and performance problem is still manageable
 Clarifies unwanted behaviors and consequences
 Focuses on behaviors that can be changed
 Comes from a credible source
 Is supported by hard data

Feedback Sessions should always answer: (1)
 How is your job going?
 Do you have what you need to do your job?
 Are you adequately trained?
 Do you have the skills and tools you need to do your job?

Feedback Sessions should always answer: (2)
 What can be done to improve?
 Job
 Product
 Services
 How can you better serve your customers?
 Internal
 External

Supervisory roles in managing performance
 Judge
 Evaluate performance
 Allocate rewards
 Coach
 Help employee solve performance problems
 Identify performance weaknesses
 Design developmental plans

Performance Review Formal Meetings
Possible types of formal meetings:
1.
2.
3.
4.
5.
6.
System Inauguration
Self-Appraisal
Classical Performance Review
Merit/Salary Review
Developmental Plan
Objective Setting

Steps to take before meeting:
 Give at least 2 weeks notice
 Block sufficient time
 Arrange to meet in a private location without interruptions

Merged Performance Review Meeting
Components
5.
6.
7.
8.
9.
1.
2.
3.
4.
Explanation of meeting purpose
Employee self-appraisal
Supervisor & employee share rating and rationale
Developmental discussion
Employee summary
Rewards discussion
Follow-up meeting arrangement
Approval and appeals process discussion
Final recap

Possible defensive behaviors of employees
 Fight response
 Blaming others
 Staring at supervisor
 Raising voice
 Other aggressive responses
 Flight response



Looking/turning away
Speaking softly
Continually changing the subject


Quickly agreeing without basis
Other passive responses

To prevent/reduce defensive behaviors
 Establish and maintain rapport
 Be empathetic
 Observe verbal and nonverbal cues
 Minimize threats
 Encourage participation

When defensiveness is unavoidable :
 Recognize it
 Allow its expression
 Accept employee’s feelings
 Ask for additional information and clarification (if appropriate)
If situation becomes intolerable
 Reschedule the meeting for a later time

•
Build on strengths, create energy for positive change
•
•
• Value everyone’s differences and uniqueness
Have regular, consistent, structured conversations with each person
Plan and agree on stretch goals; review frequently
24
9-48

 Break into groups.
 Work in your groups to define
 Seven features of a good coaching relationship.
 Think about coaches you have admired.
"Bad habits are like a comfortable bed, easy to get into, but hard to get out of."
Unknown
9-49

 Break into groups.
 Work in your groups to define
 Seven habits, qualities, attributes or traits of a good coach.
 Think about coaches you have admired.
"Bad habits are like a comfortable bed, easy to get into, but hard to get out of."
Unknown
9-50

 Break into groups.
 Work in your groups to define the process of coaching
 The five step process of how a coaching relationship unfolds over time; what happens first, then the rest of the sequence
"I don' like that man. I'm going to have to get to know him better."
Abraham Lincoln
9-51

 Current Strengths







 Opportunities







9-52