Coaching:
Tapping Into Your
Employees Potential
Objectives
After this workshop you will be able to:
•Set the groundwork for productive coaching sessions
•Understand the importance of your role in sharing performance
expectations with your employees
•Observe your employees in a productive manner, allowing you to compare
the observed performance with what was agreed upon
•Provide meaningful feedback to your employees
•Document all feedback sessions with your employees, as well as other
events that take place during the course of your work day.
•Use the EPA Performance cycle to assist you in preparing annual
performance reviews for your employees.
2
Effective Coaches
Base the coaching relationship on trust, not similarity
Are optimistic about human nature
Meet people where they are
Give people opportunities to take risks and learn from their
mistakes
Listen more than they talk
Are patient, and are willing to find the “coachable” moment
Speak candidly, but dispense their message in the right size dose
Cultivate personal accountability and ownership
Approach resistance and reluctance to change with curiosity
Know their own strengths and limitations
Are continuous learners
3
The EPA Performance Cycle
Could it be true?
Are we are only as good as our worst
performer on their worst day?
Performance
Review
Clarify
Performance
Expectations
Observe
Document
Gaps Analysis
Provide
Feedback
Clarify Performance Expectations:
Observe:
Gap Analysis:
Provide Feedback:
Document:
Performance Review:
4
The EPA Performance Cycle
Building a Productive Relationship With Your Employees
Directions: You are the Supervisor/Coach. Answer the following questions as though you
will be sharing the responses with your employee. You will ask the employee what they want
to share FIRST, once they are finished, you will share your information. Always ASK before
you TELL!
What can I do to help you get
the most out of our coaching
relationship?
How can I communicate with
you most effectively?
How would you prefer to
communicate with me?
If there were ever conflict
between us, what might create
that conflict?
How would you prefer that our
sessions be structured?
Is there anything else you would
like me to know about working
most effectively with you?
5
The EPA Performance Cycle
Building a Productive Relationship With Your Supervisor
Directions: You are the employee. Answer the following questions as though you will be
sharing the information with your supervisor.
What can I do to help you get
the most out of our coaching
relationship?
How can I communicate with
you most effectively?
How would you prefer to
communicate with me?
If there were ever conflict
between us, what might create
that conflict?
How would you prefer that our
sessions be structured?
Is there anything else you would
like me to know about working
most effectively with you?
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The EPA Performance Cycle
Clarifying Performance
Expectations
Identify and agree on the performance expectations.
Test these expectations to make sure they are:
 Specific
 Observable
 Based on agreed upon expectations (technical or behavioral)
Communicate performance expectations so employees know
what is expected of them. State:
 WHAT you are looking for. (Specific performance expectation).
•
For example: “All monthly reports are due to the division head on the 25th
of each month.”
 WHY the performance expectation is important.
(Is
it
meaningful to the employee and to the organization?)
• “The information we provide is included in the overall Program report
shared with our Senior Management Team.” The resources we are granted
to continue our work is greatly impacted by the information we share.
 HOW do you perform the task or display the behavior?
(Agree on how the performance should look, sound, and feel.)
• Have you ever performed this type of task before in your previous
positions?
(“I like to mark my personal calendar a day or two in advance to remind me of
reports that are due, and then again on the day they are due.”)
 CHECK to make sure the employee understands the
performance expectation and how they can use or practice it
in their work. (Dose the employee agree that the expectation is realistic and
can be achieved within the time frame agreed on.)
• Based on our conversation, what steps will you take to help you deliver
your reports to the division head on the 25th of each month?
7
The EPA Performance Cycle
Directions: Each group will be assigned one of the four lists noted below. With your group members,
brainstorm various ways to communicate the importance of these behaviors with your staff members.
Be specific…. what would you say…what would you do? Use the What, Why How and Check process
when preparing your presentations.
Communicate
Announce Problems
_____
Let me know when something is
unclear or confusing.
_____
Let me know when a mistake has been
made.
_____
Ask if you do not understand.
_____
_____
All Employees should speak English at work.
Tell me about complaints from internal
and external customers.
_____
Derogatory remarks will not be tolerated.
_____
Let me know when they are having
difficulty with completing assignments.
_____
Work team members are to share information
with each other on a regular basis
_____
Tell me when you disagree.
_____
Other _______________________
_____
Let me know when there is a problem
so we can explore alternatives.
_____
Other _______________________
Time
Solve Problems and Take Initiative
_____
It is important that we meet deadlines on
projects and tasks.
_____
Suggest improvements and solutions for
work initiatives, processes or tasks.
_____
Give appropriate advance notification if
deadlines can’t be met.
_____
Work cooperatively with others to find
_____
Make requests for time off in advance.
_____
Coordinate break and lunch schedules so
there is always someone in the office during
normal working hours.
_____
Be on time for work, meetings and
solutions when working in teams.
_____
Participate actively in staff meetings,
updating colleagues on projects and
when you need help in accomplishing a
task.
_____
When appropriate, take independent
action to deal with problems .
_____
Risk taking can often lead to innovative
solutions.
_____
Other ___________________________.
appointments.
_____
Other ______________________________
8
The EPA Performance Cycle
Clarifying Performance Expectations
Directions: Review the performance expectations you worked on with your table group. Take a
few minutes to re-write the “What, Why, How and Check” in your own words.
In the space below, write “specifically” what you will say to communicate this important “agreed
upon” expectation. Remember, be specific, make it measurable and based on the task or
behavior you agreed upon.
What?
Why?
How?
Check?
9
The EPA Performance Cycle
Observing Guidelines
When you are able to observe a specific behavior or task…..
•
Have a reason: (I.e., I need to evaluate Mary when she makes her presentation to our State constituents)
•
Have a plan: (Mary will make her next presentation on the 20
•
Focus on a few: (I will focus on two things during the presentation, vocal variety and her ability to connect
th
of this next month)
with the audience.)
•
Eliminate distractions: (Make sure you position yourself at the presentation session where there will
be no distractions)
•
Take notes on:
Quality (what is the overall quality of the this presentation)
Consistency (What did she do, what did she say, was she consistent throughout the presentation)
10
The EPA Performance Cycle
Analyzing Gaps
What?
Identify the differences between actual performance and the
agreed upon performance expectation.
– Is it better than expected? (exceeds expectations)
– Is it worse than expected? (below expectations)
– Is it inconsistent? (not meeting expectations consistently)
So What?
Determine the gap and its impact on your internal and external
customers, partners, co-workers and or the organization.
Now What?
Decide what needs to be done, or what behaviors or tasks would
you like to see change.
11
The EPA Performance Cycle
Giving Effective
Performance Feedback
When actual performance meets/exceeds what
you agreed upon
• In these instances, feedback can help to increase
confidence and encourages employee to maintain high
performance
When actual performance falls short of what was
initially agreed upon
• In these instances, feedback can help to increases
competence and encourages the employee to achieve
higher performance
12
Keys to Effective Feedback
Make your feedback specific and clear
Does the employee understand
what needs to change, to what
degree and in what time frame
Avoid feedback overload
Concentrate on one thing at a
time. Make it simple and direct.
Too much too fast overwhelms
And blurs the message.
Separate positive feedback from constructive feedback
Do not sandwich the good and the
Constructive feedback.
13
The EPA Performance Cycle
Giving Effective
Performance Feedback
To give effective feedback, describe:
What gaps you observed
(actual performance vs. agreed upon performance expectation)
Why this gap is important to address
(impact on customers, co-workers or organization)
Determine what the employee has been doing to attempt to meet
the expectation.
What obstacles are they encountering?
Does the goal or expectation need to be changed?
How the employee’s performance/behavior should:
• Continue
(if gap is positive or there is no gap between the actual performance and the agreed upon performance
expectation)
• Change
(if the gap is negative or below the agreed upon performance expectation)
Check (developmental): Is the feedback understood and accepted by
the employee? What will they do to change their behavior or
process? Set the new performance expectation.
14
The EPA Performance Cycle
When Where and How
Positive
Public or Private praise
Constructive
Private
Timing Is Everything!
Positive
Feedback is most effective when given as
soon as possible after your observation to promote continuation
and increase confidence (Reinforce)
Constructive
Feedback is most effective when given as soon as possible to avoid
repeating the behavior or action, and allowing employee to make
corrections (Change)
Effect
Avoid linking Positive and Constructive feedback
15
The EPA Performance Cycle
Feedback Guidelines
Make sure your feedback is:
Focus on the Expectation (task or
behavior)
•
Focus on what the employee has done (or not done). Focus on the
situation, issue, or behavior, not on the person.
Specific
•
Pinpoint discrete, observable performance expectations/ behaviors; don’t
use vague descriptions or judgments. Be objective.
Simple
•
Concentrate on one or two things at a time; don’t overwhelm the employee
with too much information at once. Ask the employee to give you a list of
options they have available to accomplish the expectation. Ask the
employee if they would like you to suggest some alternative ways of
accomplishing the expectation.
Relevant
•
Make sure the employee can act on your feedback (does he or she have
the skills, knowledge, systems support, or whatever else is required)? Ask
the employee to determine what will happen and when that might take
16
place.
The EPA Performance Cycle
Giving Feedback
Analyzing Feedback Worksheet
Directions: Some of the statements listed below do not follow the guidelines for effective
feedback. For each statement, identify which guideline(s) have been missed.
Statement
1.
“You’re doing a great job. Your coworkers really appreciate all that you
do for them.”
2.
“You should get your hair cut. I think
that you will be able to present
yourself in a more professional
manner. What do you think? I could
actually help you find someone.”
3.
“Meeting deadlines is very important
to our internal partners. Before you
go to lunch make sure you check
when everyone else is going so we
have coverage, be sure to submit
your activity report by Friday morning;
and call the contractor to see when
we will be getting a copy of last
months status report. Okay?”
4.
“You have an opportunity to work with
employees from different regions. We
require our staff to address all issues
presented within 24 hours. If you do
not have an answer to their inquiry
within that time frame, call or e-mail
your colleagues to advise them of the
current status. Your colleagues will
appreciate your attention and feel that
you are taking time to assist them.”
Missed Guideline(s)
17
The EPA Performance Cycle
Giving Effective Feedback Without
Loss Of Face
Feedback is essential in any work environment. Employees need to know when they
are on track and when they are not. However, feedback is difficult enough to take in
mainstream American culture, which values directness, let alone in cultures that value
more subtle communications, harmony, and the saving of face. Before giving
feedback, it is important to examine your motives. What is your reason for giving it? Is
it really a chance to help the employee learn, or is it a way to assert your authority or to
get the person back for something? Feedback that comes out of benevolent motives is
more apt to be accepted positively. Once you’re clear that your feedback is truly
constructive, the following are some tips that will help.
Position the Feedback as a Benefit to the Receiver
Build a Relationship First
Go from Subtle to More Direct Communication
Make Observations about Behaviors and Conditions,
Not Judgments about the Person
Be Positive, Telling What You Do Want, Not What You Don’t
Make It Low-Key
Use an Intermediary (3rd party facilitator)
Assure the Individual of Your Respect for Him/Her
18
The EPA Performance Cycle
Giving Effective Feedback
Directions: Using the following framework and your previous gap analysis, outline your positive
feedback conversation.
What is the gap?
Why is it important?
How will you encourage the employee to continue or repeat positive behavior or actions?
19
The EPA Performance Cycle
Giving Effective Feedback
Directions: Using the following framework and your previous gap analysis, outline your constructive
feedback conversation.
What is the gap?
Why is it important? (what is the impact on self, others, or the organization?)
How the behavior or action change? Ask the employee for suggestions, thoughts or ideas!
Check for understanding / other suggestions.
20
The EPA Performance Cycle
Giving Feedback
Directions: Observer Worksheet - Use the spaces below to record your feedback while
observing the practice session containing one feedback situation when the employee did not
met the performance expectation.
What is the gap?
Why is it important? (Did the practicing supervisor clearly describe the impact?)
How the behavior or action should change?
Did they ask the employee for suggestions, thoughts or
ideas?
Check for understanding / other suggestions?
Was the feedback?
Based on the agreed upon performance expectation
Specific
Simple
Relevant
21
The EPA Performance Cycle
Giving Feedback
Directions: Observer Worksheet - Use the spaces below to record your feedback while
observing the practice session containing one feedback situation when the employee did not
met the performance expectation.
What is the gap?
Why is it important? (Did the practicing supervisor clearly describe the impact?)
How the behavior or action should change?
Did they ask the employee for suggestions, thoughts or
ideas?
Check for understanding / other suggestions?
Was the feedback?
Based on the agreed upon performance expectation
Specific
Simple
Relevant
22
The EPA Performance Cycle
Handling Resistance to Feedback
Understand
Listen
Question
Confirm
Help
Check
23
The EPA Performance Cycle
Handling Resistance to Feedback
Observer Feedback Worksheet
What is the gap?
Why is it important?
How will you encourage the employee to change the behavior, their
performance, or the way they handled a situation or issue?
Check for understanding / other suggestions?
Understand
Listen




Based on agreed upon performance expectation
Specific
Simple
Relevant
Question
Confirm
Help
Check
24
The EPA Performance Cycle
Why Document?
1.
2.
3.
4.
5.
6.
7.
25
The EPA Performance Cycle
Documenting:
What do the following statements tell you?
How can you change them to be more specific?
1. Mary quit.
2. Anthony was late today.
26
The EPA Performance Cycle
Office and team meetings are a great way to regularly reinforce the
performance expectations that provide a professional, and consistent
experience for our employees. We should not rely on office and team meeting
alone to share information for skill building. Coaching is a daily part of your
responsibilities.
Some of the things you need to keep in mind:
Model the skills and expectations you ask your employees to demonstrate.
Clarify performance expectations with your employees for all elements they will
be evaluated on:
Communicate several ways to accomplish tasks.
Ensure all employees understand the standards set by the group.
Regularly emphasize key ideas and skills.
–
Make customer satisfaction (internal or external) a high priority.
–
Deliver fast and flawless service to all internal/external customers, partners, or
constituents. This will help to build credibility for your department and your program.
–
Build teamwork to create seamless service experiences for our customers and partners.
–
Offer suggestions on how to improve the work flow of the department, and encourage
your staff members to do the same.
Remember: You play a crucial role in the success of our Agency and the satisfaction
of our employees, internal customers, external customers, partners and constituents.
By regularly modeling, coaching, and reinforcing what is expected, you set the
expectations for your group. This is the key to creating an Agency that can meet and
exceed the goals and expectations set by our partners, constituents and customers.
27
The EPA Performance Cycle
Effective Coaching
Introduction
Far and away the best prize
that life offers is the chance
to work hard and
It’s work worth doing.
Theodore Roosevelt
Coaching is the art of facilitation – the development, learning, and performance of another.
Coaching your employees as they perform their jobs is one of your biggest responsibilities. Coaching involves
finding the right balance between challenging your people to stretch and grow, and supporting them with tools,
feedback, and help when they need it. The coaching skills you learned provide you with a simple, quick, and
effective performance management process.
Clarify Expectations and Expectations is the process you use to:
 Identify the ideal Expectation or Expectations.
It sets the stage for excellence, what you want to observe and why.
 Communicate the ideal.
When setting a new performance Expectation with employees.
You communicate what Expectation you are looking for, why it’s important, how the Expectation or Expectation
would ideally be demonstrated, and check to ensure the employee understands.
Observe is the process you use to:
 Take note of actual quality of work delivery.
 Take note of actual consistency of work delivery.
Analyze Gaps is the process you use to compare and contrast actual Expectations or Expectations with ideal
Expectations and Expectations. You do this by asking:
 What is the difference between what I observed and what I hoped/need to observe?
 So what? What is the significance of the gap, positive or negative?
 Now what? What type of feedback do I need to give? Positive or constructive.
Give Feedback is the process you use:
 Positive, when Expectations or Expectation observed meets/exceeds expectations.
 constructive, when Expectations or Expectation falls short of expectations.
28
The EPA Performance Cycle
Effective Coaching
Focus on the Outcome by Focusing on the Employee
The best coaches are aware of the importance of empowering their
employees to get the job done to meet established expectations and
accomplishing their goals and objectives while expanding their
competencies. They focus the “lenses” of their work unit’s direction. These
coaches stay in touch with their employees’ needs as well as the mission,
vision and goals of their departments and the EPA.
Empower Employees to Serve their Internal/External Customers,
Partners or Constituents
To meet the public needs, employees must use individual judgment. Great
coaches build competence and confidence to take action on behalf of
customers, partner or constituents.
Coach Through Active Involvement
The best coaches are visible and hands-on (yet not intrusive). They do not
wait for their employees to come to them; they are actively involved in their
group or team’s mission of excellence. They also seek direct contact with
their customers, partners or constituents to understand their values and
needs and to model the clarified expectations outlined for the group or team.
29
The EPA Performance Cycle
Coaching Objectives
You probably find yourself focusing on two objectives as you coach:
 To build your employee’s skills and help them do a better job.
 To help them handle problem situations as well as create solutions for hidden dissatisfiers.
Steps you can take for both types of coaching situations
1. When clarifying expectations, set an agreed upon foundation for excellence. Use the values and
mission of the EPA as a basis of setting individual and group expectations. Doing it better, consistently,
is what will make and keep the EPA a quality organization.
2. When observing, focus on a particular expectation (“focus on a few”) in order to direct and refine your
observation. Be clear on what you are actually observing. Watch your employees in action, ask them
how they are doing, and when a misstep occurs, first get all the facts before taking action.
3. When analyzing gaps, note what is happening as well as not happening. Look for opportunities to give
motivational feedback. Before giving constructive feedback, analyze the situation to determine if there
are skill deficiencies, motivational problems, interpersonal problems, support or system problems. Get to
the root of the situation or problem.
4. Separate situations in which there is a process or workflow beyond the employee’s control or influence –
one that requires you to suggest or implement a system solution – from those in which individual
feedback would be beneficial.
30
The EPA Performance Cycle
Giving Effective Feedback
Giving effective feedback is your most powerful coaching tool.
When your employee is performing well, feedback can increase his or her confidence and encourage him
or her to continue at that level of performance.
When an employee is not performing as well as you would like, constructive feedback can help the
employee determine how to change and improve his or her performance, which can increase his or her
feelings of competence.
Remember, your employees cannot read your mind. You must give feedback often and well to create and
sustain excellence in your work team. Not getting feedback is not an excuse for not giving feedback.
Guidelines for Providing Effective Feedback
1.
Make your feedback specific and clear. Make sure the employee understands what
needs to be changed, to what degree, or what was effective. For example, saying
“Great job, Frank,” is not as effective as “Frank, you really came through for the
department with the information you gathered for the month report. I think your
patience and attention to detail enabled us to deliver a quality product to the
Administrator.” Ensure your feedback is factual vs. judgmental.
2.
Avoid feedback overload. When giving feedback, concentrate on one thing at a time
and make it simple and direct. Feedback that covers too many performance areas
tends to overwhelm the employee and blurs the message you are trying to
communicate.
3.
Separate positive feedback from constructive feedback.
31
The EPA Performance Cycle
Effective Feedback: Positive vs. Constructive
Setting
Positive feedback can be powerful when it is given publicly. Know your employees,
not everyone is receptive to public praise. In some instances, private praise is
appropriate and appreciated. Team meetings are a convenient forum for giving positive
feedback, both to the group/team or individuals.
Constructive feedback is most effective when given privately to help focus the person’s
attention on the expectation or their behavior, rather than on his or her embarrassment or
resentment.
Timing
Positive feedback is most effective when given as soon as possible after the
performance.
Constructive feedback is most effective when given right before the person is ready to
perform again.
Effect
In situations in which it is not practical to split your feedback, it is very important to avoid
linking positive feedback with constructive feedback. Pause between the positive and
constructive feedback and involve the employee as you move from discussing his or her
successes to discussing those areas he or she needs to improve.
Do not underestimate the power of positive feedback.
Most supervisors find they give little, if any, positive feedback to their employees. They assume their
employees know what they did well. But even if an employee knows he or she has done a good job, it
means much more to hear it from a supervisor or manager. In fact, if you tell an employee that he or she is
good at something, the person is much more likely to focus on improving that skill than to be satisfied with
his or her present level of performance.
Make your constructive feedback future oriented.
Employees cannot correct something that is history. They can work on improving that skill for the next
interaction. Therefore, it is important to direct constructive feedback to a future expectation or performance
opportunity.
32
The EPA Performance Cycle
My Team’s Performance and the EPA Mission
How do I show my team that their performance has an effect on the EPA Mission?
Put yourself in your employee’s shoes. When you are interacting with others day in and day
out, your perspective can narrow; you forget the big picture.
Here are some tips to keep the “Big Picture” alive:
All victories and challenges can affect the mission.
At team and office meetings and other off-the-job engagements, be sure
to speak of the EPA mission and how the department can help achieve
these goals. Discuss challenges. Be sure to align “small victories” with
larger agency goals.
Post a goals chart.
Use posters and other visuals to keep team values and delivery
expectations in the forefront. Many outcomes from team meetings and
assignments can be posted; such as “success” stories and various
skills/actions, hidden dissatisfiers found and fixed, and action plans.
Communicate results of the strategy
organizational and individual activities.
used
to
focus
Take responsibility for making sure your team stays informed about the
collective results of their work. Actively seek out “success stories” from
other teams/departments or the Agency as a whole.
Reinforce
messages about results that are communicated in other ways such as group
e-mails, group phone messages or newsletters. Help your team make specific
links between their application of skills and results that are achieved.
33
The EPA Performance Cycle
Tips for Coaching Challenging Situations
You will have multiple opportunities to impact the way your employees handle “Challenging Situations”, from
modeling the process with colleagues and with situations you encounter with employees to the direct
coaching you give to employees with the situations they handle. Here are some specific things you can do
to make these opportunities:
 Have group/team members share their solutions to challenging situations so they can learn from each
other, rather than having to face and learn from the situation(s) themselves.
 Establish a non-blaming climate so that your people feel free to discuss their needs and seek your help
or help from other team members.
 Encourage employees to be helpful, since it can defuse anger and creates team focused
relationships.
 Help your employees understand that customers, partner or constituents have a right to be treated in a
professional manner.
 Explain that listening to others before providing information will help them understand exactly what their
needs are. Do not be afraid to ask questions and offer suggestions when appropriate.
 Encourage them to provide information and options before discussing what they cannot do.
 When your employees complete a task or project, be sure to have them check for satisfaction. If others
are not satisfied, empower your employees to search for alternatives and options for improving their
product.
 Help them understand what they can and cannot do, and coach them in communicating these limitations
to customers, partner or constituents in a way that is professional, positive and customer focused.
34
The EPA Performance Cycle
Coaching Tips for Successful Teaming
Teaming is a process you should encourage to create additional value for customers, partner or
constituents through the cooperative efforts of employees. When clarifying Expectations and conducting
observations, pay particular attention to what happens when an employee refers their customer to another
area or department for information. Often, job descriptions and Expectations are specific to each functional
role, but do not clarify team-based actions that would further enhance the customer, partner or constituent’s
experience. An example include taking care of a customers needs throughout a process, rather than just in
their area of expertise. Here are some specific things you can do to build teamwork:
 Ensure that systems and policies encourage employees to collaborate rather than
compete.
 Encourage employees to pay special attention to situations where they hand off
customers, partner or constituents to other employees or departments for assistance.
 Model collaborative processes in your work approach. Avoid playing one employee
or function against another.
 Observe for gaps between job functions that work against creating a seamless
experience for those that effected by the departments contributions.
•
Encourage teaming expectations and behaviors in team activities, such as meetings and
assignments. Facilitate planning and doing of team activities in a way that builds team focus
and spirit.
•
Encourage employees to treat each other as internal customers or partners.
•
Encourage employees to listen to each other and confirm what they have heard. Do not be
afraid to ask each other questions to clarify statements or comments.
•
Promote team learning by encouraging employees to question processes.
•
Model the behavior and expectations your wish to see among team members, not just with
people outside your work area.
•
Insist that team members check with each other to ensure that what they are doing and how
they are doing it is supportive and helpful to their co-workers.
35
The EPA Performance Cycle
Setting Climate
“Climate” means all the factors that influence a learning environment, such as team meetings. Many factors are physical, such as
heat, light, ventilation, and noise levels. Other factors include people’s comfort with expressing their ideas, the group’s acceptance of
ideas, level of stimulation, and pace. Setting a good climate for your team meetings can dramatically increase your employees’ ability
to learn and enhance their job satisfaction, with both impact customer satisfaction. A good climate can be planned by knowing your
group, and nurtured by good coaching Expectation. Remember that once a good climate is set, it must be maintained.
Actions that will help set a good climate include:
Having a good knowledge of the jobs,
Issues, and areas of interest of group
members.
 Speaking the language of the group and
using expressions most commonly used by
the group.
Being interested in employees and being
sympathetic and understanding.
Stimulating team members to do their own
thinking and to express their own ideas.
Asking questions that are thought-provoking
and that require more than a yes or no
answer.
Responding quickly to employees’ reactions
-being quick to analyze, quick to observe,
quick to think – and always being a step or
two ahead of the group.
Being tactful and patient at all times but firm
when necessary.
Understand how people learn.
Being able to learn by experience and being
interested in improving as a leader and
Coach.
Striving to develop a coaching manner that
appeals, attracts, and wins confidence and
Have a good sense of humor.
Actions that will hinder setting a good climate include:
 Trying to dominate the thinking of
employees; however subtly – they always
feel its.
Talking too much.
 Restating an employee’s response so it
matched your point of view..
 Setting yourself up as an absolute authority
Or expert.
Telling a member of the group that he or she
is wrong; let the group make that decision..
Letting anyone monopolize the discussion..
Including yourself.
 Asking leading questions, saying, “Don’t you
think..?” instead of “What would happen
if…?” or “What has been your experience?”
Running overtime; start and stop on time.
 Taking sides.
 Trying to be too funny.
 Forgetting to test the group members’
understanding, the discussion’s relevance,
And the helpfulness of what your are doing.
Lecturing continuously; ask questions.
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Clarifying Performance Expectations
Specific - Observable - Behavior/Task-Oriented
WHAT you are looking for
WHY the Performance Expectation is important
HOW the Performance Expectation might be done / performed
CHECK to make sure the employee understands the behavior/task
and how they can use or practice it in their work.
Observing Guidelines
Have a reason
Focus on a few
Eliminate distractions
Take notes on: Quality& Consistency
Analyzing Performance Gaps
What?
Identify the differences between actual and target performance expectations.
–Is the behavior/task better than expected?
–Is behavior/task worse than expected?
–Is behavior/task inconsistent?
So What?
Determine the gap and the impact on your internal and
external customers, your co-workers and or the organization.
Now What?
Annual Review
Clarify
Performance
Decide what needs to be done.
Expectations
Observe
Document
Provide
Meaningful
Feedback
Analyze
Gaps
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Giving Constructive Feedback
What is the gap?
Why is it important? (Impact)
How should the performance or behavior change?
Check for understanding / other suggestions.
Understand
Behavior Oriented
Specific
Simple
Relevant
Listen
Handling Resistance to Feedback
Question
Confirm
Help
Check
Document
Document positive and constructive feedback
sessions for future reference
Performance Appraisals
Performance Review… Often
Annual Performance Review… Timely with NO Surprises!
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