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

Performance Management and Coaching

Chapter 10

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

Thoughts for Discussion

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.

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

The Need for Coaching

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.

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

Coaching – A Positive Approach

An active and positive management approach.
Employees should know:
What to do
How to do it
Problem solving
Participative Management
Workers have a voice in their work.

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

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

Definitions of Coaching

No single accepted definition.
A mutual discussion leading to improved performance and positive relationships.
A process to encourage employees to:
Accept responsibility for their actions
Achieve and sustain superior performance
Work as partners in achieving organizational goals and effectiveness

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

Supervisor’s Role in Coaching

A supervisor:

Should be motivated to see the work group succeed.
Can use all information on hand.
Has opportunity to coach and counsel.
Has authority to carry out coaching.
Is responsible for unit’s effectiveness.

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

HRD Professional’s Coaching Role

Provides training for coaches.
Provides training to correct performance problems.
Provides organizational development support.
Coaching is an HRD intervention.

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

Coaching to Improve Poor Performance

Defining poor performance
Responding to poor performance
Conducting a coaching analysis
Using the coaching discussion

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

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.

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.

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

Deviant Workplace Behavior

Production deviance
Working slowly, leaving early
Property deviance
Sabotage, lying about hours worked
Political deviance
Showing favoritism, gossiping
Personal aggression
Harassment, abuse, stealing, etc.

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

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.

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

Coaching Analysis

The process of analyzing the factors that contribute to unsatisfactory performance.
Deciding on the appropriate response to improve performance.

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

Steps to Follow in Conducting a Coaching Analysis – 1

Identify the unsatisfactory performance.
Decide if it’s worth YOUR time and effort.
Find out if the worker knows that their work is not satisfactory.
Does the worker know what is to be done?

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

Steps to Follow in Conducting a Coaching Analysis – 2

Are there obstacles beyond the worker’s control?
Does worker know HOW to do the job?
Does a negative consequence follow effective performance?

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

Steps to Follow in Conducting a Coaching Analysis – 3

Does a positive consequence follow nonperformance?
Can the worker do the job if he/she wants to?
Can the job or task be modified?
What if the problem persists?

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

The Coaching Discussion – 1

Kinlaw’s Approach:
Confronting or presenting
Using reactions to develop information
Resolving or resolution

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

The Coaching Discussion – 2

Fournies’ Approach:
Get agreement with worker that a problem exists.
Mutually discuss alternative solutions to the problem.
Mutually agree on actions to be taken.
Follow-up to measure results.
Recognize achievement when it happens.

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

Critical Points for Both

You need specific objectives or goals.
Goals must be mutually understood and agreed upon.

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!

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

Maintaining Effective Performance and Encouraging Superior Performance

Must reward good performance.
Use:
Goal Setting
Job redesign
Worker participation
Job ownership

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

Manager-Coach Responsibilities

Provide evaluation
Self-evaluation can be difficult.
People often focus on their weaknesses.
Manager-coach can:
see the big picture.
make suggestions for improvement.
reinforce company values.

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

Skills Needed for Effective Coaching

Communication skills
Interpersonal skills

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

Communication Skills

Writing
Speaking
Active listening

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

Writing Skills

Acceptable grammar and spelling.
Clear and concise style.
Example: Facts, Discussion, Recommendation (FDR).

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

Speaking Skills

Specific and descriptive.
Focused on the issue at hand.
Polite and respectful.
Focused on the problem, not the person.
Objective, not based on feelings.

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

Active Listening

More than, “I hear you.”
Must listen for what the other person is trying to say.
Specific techniques are needed.
It is NOT easy!

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

How to Listen Actively

Mirror back what the individual says:
“So you think that you are doing the right thing. Is there more?”
Paraphrase and summarize:
“So you feel you are doing the job the way you were taught to do it, and that any quality errors are not your fault. Is that right? Is there more?”

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

How to Listen Actively – 2

Use open-ended questions to get information:
Can’t be answered with simple yes or no.
Use closed questions to get a yes or no answer.
See Tables 10-2 and 10-3.
Active listening takes a lot of work!

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

Interpersonal Skills

Show respect for the individual.
Focus on the present and future.
Not on the past!
Be objective.
Plan ahead.

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

Interpersonal Skills - 2

Affirm the efforts of others.
Be consistent
Build trust
Demonstrate commitment to and respect for others
Integrity, Integrity, Integrity!!!

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

Effectiveness of Coaching

Hard to measure objectively.
Can be measured in many ways.
Some coaches ARE better than others.
Others need to keep working to improve their coaching skills; good coaching skills can be learned.

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

Performance Appraisal Interview - 1

Major source of employee feedback.
Gives employee the chance for feedback and participation in the process.
Allows the coach to affirm his/her support.
Provides opportunity for constructive criticism – both ways.
Focus on the problem, not the “personality”

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

Performance Appraisal Interview –2

Time to mutually set next period’s goals and objectives.
Provides mutually understood basis for improvement.

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

Training the Supervisor/Appraiser

Effective training:

Helps the appraiser to be credible.
Promotes acceptance of appraisal.
Helps provide accurate feedback.
Assists the supervisor in demonstrating support for the employee.

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

Organizational Support

Organization needs to support their coaching and performance management efforts.
Takes time, training and money.
Needs to be part of the corporate culture.
Needs to be linked to compensation, rewards, and promotion systems.

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

Coaching in a Nutshell

Worker participates in discussions.
Worker helps set goals for improvement.
Feedback is specific and behavioral.
Coaches are supportive and helpful.
Supervisor needs to know the worker’s job.
Coaches need support and training.

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

Summary - 1

Managers must ensure effective employee performance.
Positive coaching provides a great opportunity for individual improvement.
Allows worker to:
accept responsibility
achieve superior performance
work towards organizational goals

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

Summary – 2

Good coaches needs:
Effective communication skills
Effective interpersonal skills
Integrity
Effective performance appraisal skills
Is it any wonder that good coaches can be hard to find?

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