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Chapter 10 Coaching and Performance Management

Werner

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Learning Objectives

Define coaching and performance management, and explain the need for such activities in organizations

Explain how to analyze employee performance to set the stage for a coaching discussion

Describe the steps involved in coaching to improve poor performance

Identify the skills necessary for effective coaching

Identify the critical elements in a performance management system

Describe the evidence supporting the effectiveness of coaching and performance management

Agree or Disagree?

Most employees already know what they should do and how to do it

Performance management is simply a matter of expecting tasks to be done correctly and on time

If the problem does not go away, the employee must be stupid, lazy, or have a “bad attitude.” Therefore, punishment is called for

The Need for Coaching

“Yelling, Screaming, and Threatening” can actually create or compound performance problems, rather than solve them

The reality

Sometimes employees know what to do and how to do it

Sometimes they do not

Too many managers use a negative approach to managing behavior.

Alternative: conflict avoidance – and overload the good workers.

Sometimes the only time the supervisor talks to a worker is when there is a problem.

Coaching: A Positive Approach

Managers must take an active and positive role in employee performance to ensure that goals are met

Their role: Empowering employees

Direct supervisor bears primary responsibility for coaching

Participative Management

Employee engagement and self-directed teams

Requires supervisors, managers and executives to function as coaches

HRD3eCH10 Contributed by Wells Doty, Ed.D. Clemson Univ

Performance Management and Coaching

Performance appraisal

The first step

Performance management

Employee goal setting

Coaching

Rewards

Individual development

Coaching

A process that encourages employees to:

Accept responsibility for their own performance

Enable them to achieve and sustain superior performance

Treat them as partners in working toward organizational goals and effectiveness

Discussion

Why is it important to coach employees with performance problems as well as employees who are performing well?

Coaching to Improve Poor Performance

Defining poor performance

Responding to poor performance

Conducting a coaching analysis

Using the coaching discussion

Three issues:

The definition of poor performance

How coaching analysis can be conducted to determine the cause of performance problems or issues

How the coaching discussion can be used to improve performance

Some amount of poor performance seems to be a fact of life

Defining Poor Performance

Definition: “Specific, agreed upon deviations from expected behavior.”

Performance must be evaluated against some standard or expected level of performance.

Standards and expected levels of performance must be known by the supervisor and the worker.

If the behavior meets or exceeds the standard, then it is typically considered good

If the behavior fails to meet the standard, it may be considered poor

HRD3eCH10 Contributed by Wells Doty, Ed.D. Clemson Univ

Types of Standards

Absolute

Same scale or standard is applied to all subordinates.

Relative

Performance is evaluated relative to the performance of others.

Deviant Workplace Behavior (DWB)

Voluntary behavior that violates significant organizational norms, and in doing so threatens the well-being of an organization, its members, or both

Four types of DWB

Production deviance

Property deviance

Political deviance

Personal aggression

Production Deviance

Leaving early, intentionally working slowly

Property Deviance

Sabotaging equipment, lying about hours worked

political deviance

Showing favoritism, blaming or gossiping about coworkers

Personal aggression

Sexual harassment, verbal abuse, endangering or stealing from coworkers

Responding to Poor Performance

Causal Attribution Theory

People assign causes to behavior.

Different actions are likely based on internal versus external attributions.

Fundamental Attribution Error

Assumes or attributes behavior comes from a cause within a person.

Supervisor may overlook other causes.

A manager who commits the fundamental attribution error will tend to overlook these possibilities and instead try to find a cause within the subordinate, such as laziness or carelessness

Exercise

Think about the last time you had a problem with your own performance, either on the job or in one of your classes. Identify the cause or causes of the problem, and state what you think could be done to correct it.

Coaching Analysis

The process of 1) analyzing the factors (including internal and external factors) that contribute to unsatisfactory performance and 2) deciding on the appropriate response to improve performance

Nine Steps to Conduct a Coaching Analysis

Identify the unsatisfactory employee performance.

Decide if it’s worth YOUR time and effort.

Find out if the employees knows that their work is not satisfactory.

Does the employee know what is to be done?

Does employee know HOW to do the job?

Are there obstacles beyond the employee’s control?

Does a negative consequence follow effective performance?

Does a positive consequence follow nonperformance?

Could the employee do it if he or she wanted to?

Exercise

Think about the last time you had a problem with your own performance, either on the job or in one of your classes. Using the nine-step coaching analysis model, try to identify the cause or causes of the problem, and state what you think could be done to correct it.

Two Follow Up Questions

Can the job or task be modified or simplified?

What if the problem persists?

Can the Job or Task Be Simplified? If the job can be modified or simplified the job may be done correctly

HRD3eCH10 Contributed by Wells Doty, Ed.D. Clemson Univ

What if Coaching Fails?

Transfer the employee to work that the employee can do.

Terminate for sub-standard performance.

Have adequate documentation of coaching efforts to support termination!

How to Conduct a Coaching Discussion and Follow-Up

Identify the employee performance issue to be discussed.

Seek the employee’s reaction and response to the supervisor’s presentation of the performance issue

Seek out the employee’s agreement that a performance problem exists

Mutually discuss alternative solutions to the issue

Be specific, factual, respectful, and supportive in presenting this issue

Seek the employee’s reaction and response to the supervisor’s presentation of the performance issue

How to Conduct a Coaching Discussion and Follow-Up (cont.)

Mutually agree on goals to set, actions that will be taken, and the follow-up plan that will be used to resolve this issue

Follow up on this issue at the agreed-upon time and in the agreed-upon way

Recognize and reward employee improvements and achievements as they occur

Exercise

Suppose you are a restaurant manager who is conducting a coaching discussion with one of your servers about the server’s repeated failure to complete store-closing operations before leaving for the night. You have conducted a coaching analysis and have determined that the server is able to complete these responsibilities, that all obstacles to doing so have been removed, and that this is an important part of a server’s job in your restaurant.

Describe how you would get the server to agree that a problem exists, and what you would do if the server refuses to acknowledge that a problem exists. Describe the options available to you in dealing with this situation. Which option would you select? Support your choice.

Exercise: Effective Coaches

In your opinion, what are the most important qualities for an effective coach to possess?

Are coaching characteristics innate or can they be learned?

Because coaching skills can be learned, the use of coaching training is important in ensuring the effective use of coaches. Next we will discuss some coaching competencies.

How to Promote Good Coaching

For coaching to be most effective, top managers and HRD professionals must ensure that:

An effective performance management system is operating within the organization

The organization rewards managers and supervisors for effective coaching

All managers and supervisors are properly trained in coaching skills and techniques

An effective performance management system is operating within the organization

The organization’s recognition and rewards system properly rewards managers and supervisors for effective coaching

All managers and supervisors are properly trained in coaching skills and techniques

How to Promote Good Coaching (cont. 2)

Supervisors prepare in advance for the coaching discussion

Supervisor comments are constructive, helpful, and supportive

Supervisors provide specific and behavioral feedback on employee performance

Employees are involved in the coaching discussion

How to Promote Good Coaching (cont. 3)

Specific goals are set during the discussion

An action plan is jointly established between the employee and the supervisor

Coaching discussions are followed up, to ensure that the employee is following the action plan, and to recognize performance improvements when they occur

Skills for Effective Face-to-Face Communication

Basic attending skills to help involve the employee in the discussion

Provide feedback

Paraphrase what employee just said

Reinforces the employee for expressing feelings

Use open and closed questions to support your purpose

Help identify potential areas of organizational difficulty

Six Skills of Effective Face-to-Face Communication

Basic attending skills to help involve the employee in the discussion; these include:

A slight, but comfortable, forward lean of the upper body and trunk

Maintaining eye contact

Speaking in a warm but natural voice

Using sufficient encouragers (e.g., head nods, saying yes, and uh-huh)

Staying on the topic

SOURCES: Kikoski, J. F., & Litterer, J. A. (1983). Effective communication in the performance appraisal interview. Public Personnel Management Journal, 12, 33–42; Kikoski, J. F. (1999). Effective communication in the performance appraisal interview: Face-to-face communication for public managers in the culturally diverse workplace. Public Personnel Management, 28(2), 301–322; McMahon, G. (2007, June). Unlocking potential. Training Journal, 52–55; Gordon, M.E., & Stewart, L. P. (2009). Conversing about performance: Discursive resources for the appraisal interview. Management Communication Quarterly, 22, 473–501.

Six Skills of Effective Face-to-Face Communication(cont. 2)

Feedback

Providing clear and concrete data

Using a nonjudgmental attitude

Using timely, present-tense statements

“Max, I just made some suggestions for how you can present your ideas more clearly. But you don’t seem interested. How can I help you improve your presentations?”

As opposed to, “Your last four presentations were disasters. I won’t tolerate another one.”)

Providing feedback that deals with correctable items over which the employee has some control

Six Skills of Effective Face-to-Face Communication(cont. 3)

Paraphrasing: a concise restatement, in your own words, of what the employee has just said

Paraphrasing helps clarify the issue

Lets the employee know you understand what has been said

Encourages him or her to continue

Paraphrases should be nonjudgmental and matter-of-fact

Six Skills of Effective Face-to-Face Communication(cont. 4)

Reflection of feeling: reinforces the employee for expressing feelings and encourages open communication

Reflections of feeling have a structure:

Employee’s name or pronoun

Stem (e.g., “It sounds as if you feel …”)

Label for the emotion

Final stem to check whether you understood employee correctly (e.g., “Am I right?”)

An example: “Maria, you seem very nervous about working in front of others. Would you like to talk about that?”

Six Skills of Effective Face-to-Face Communication(cont. 5)

Open and closed questions to support your purpose

Open questions (e.g., those beginning with How, Would, Could, or Why) encourage employees to talk and share their ideas (e.g., “Why do you think that is?”)

Closed questions (e.g., those beginning with Did, Is, Are, or How many) invite a response of a few words, which can be used to clarify, identify specific points, and speed the discussion (e.g., “Did you close the sale?”)

Six Skills of Effective Face-to-Face Communication(cont. 6)

Focusing helps: identify potential areas of organizational difficulty (person, problem, context, other, and self) and ways to deal with each

Technology, Coaching & Performance Management

With the Internet, coaching has become “e-coaching”

Provides distance coaching as well as near-real-time evaluation and assistance