Final Take exam.

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Section #5:

CREATING A CLIMATE FOR BETTER PERFORMANCE: Motivating and Coaching for Better Results

“It is definitely easier to turn an employee off than it is to turn them on.”

GE’s Former CEO – Jack Welch

Session Learning Objectives

To explore the role of motivation in human performance and decision-making.

To review key motivational theories and their application to reality.

To better understand how managers can motivate/de-motivate their people in their pursuit of results

To better realize the power of being a great coach, cultural diversity, and workforce management.

To develop a better understanding of your personal strengths and areas needing improvement in motivating and coaching people.

Getting Results©

Key Quotes on Motivation

“We know nothing about motivation. All we can do is write books about it.”

Dr. Peter Drucker

“The laziest man I ever met looked back at me when I looked at him in the mirror.”

W. C. Fields

“I have never met a person who was not motivated. The real question is motivated by what, and for whom?”

Henry Ford

“If you don’t know how to create a culture that turns people on, be assured that you are probably turning them off.”

Lee Iacocca

Getting Results©

Have students look at these quotes and pick out one that they like and again asked to come up with their own quote on motivation.

REVIEW: LEADERSHIP DEFINED*

Someone who influences others toward the achievement of goals and desired outcomes;

An individual who causes others to do things they might not otherwise do;

A person who demonstrates prowess, talent and skill in a given endeavor; and/or

Someone who makes things happen and get results with and through people!

* In periods of change, leadership becomes even more important than in more normal times!

Getting Results©

Asked them to review the definition of leadership and asked them to clarify why it is important for leaders to motivate their people.

THE Results-Based Leadership SCHOOL

Instructions: Use an X to identify any of the key results based leadership practices listed below that have a direct relationship with an employee’s level of motivation.

KEY PRACTICES:

1. Practice effective communications to understand others and to be understood? __________

2. Lead by example and demonstrate competency and character in the workplace? __________

3. Have a clear vision and mission for where I am leading my people? __________

4. Hold people accountable and motivate them to increase their performance? __________

5. Clarify performance expectations with all my employees? __________

6. Foster cooperation and teamwork with the people who need each other to get results?__________

7. Use clearly defined and balanced performance metrics to measure performance? __________

8 Work at continually developing and nurturing key working relationships? __________

9. Ensure that my people are properly trained and educated to get results? __________

10. Employ appropriate and systematic planning practices? __________

11. Work to rapidly remove performance barriers that get in the way of getting results? __________

12. Keep myself up-to-date with the skills necessary to be effective in my job? __________

13. Provide ongoing performance feedback and coaching to my people? __________

14. Take extreme care in staffing the operation? __________

15. Proactively clarify my value-added organizational role? __________

16. Regularly monitor and measure the operation’s performance? __________

17. Work to make sure that people are properly equipped to perform their jobs? __________

18. Have mechanisms in place to improve processes on an ongoing basis? __________

19. Constructively appraise my employees’ performance and establish plans for their

development? __________

20. Work to maintain balance in all facets of my life? __________

TOTAL: __________

Getting Results©

This is the same assessment that they did in session 1 in discussing results-based leadership. Use the instructions and asked him to identify which of these factors can have a specific impact on motivation. The answer is going to be a lot and were going to find out why in this discussion on this very important topic

TURNED ON or TURNED OFF?

Motivation: Most simply defined as an inner drive to satisfy a need. And the simplest explanation of motivation is one of the most powerful. People are willing to expend effort when it satisfies some need that is important to them.

Instructions: Please answer each of the questions below based on your

experience with people. Please be specific.

Things That Turn Employees On (Motivate):

Things That Turn Employees Off (De-Motivate):

Getting Results©

In this exercise, divide the room into two groups and asked The room to identify things that motivate employees and the other half to identify things that D motivate employees you can then asked them how this ties in with their readings on the subject of motivation.. This is a good icebreaker on the subject.

HUMAN PERFORMANCE AT WORK

The Situation

You have just taken a new position as the Corporate Director of Administration

Services in your organization. Your promotion came after serving for six years as a Divisional Manager of Administration in an operating subsidiary. The Administrative Services Division is a collection of various support functions including: Information Processing, Building Maintenance, Human Resources, Security and Clerical Support Services. Your current staff includes an administrative assistant and eight managers all of whom are direct reports. When you took over the department, predecessor told you, “You’ve got a very talented staff but a couple people are struggling right now and I don’t want to prejudice your thinking by telling you who they are. Just keep your eyes open.”

After three weeks on the job, you’ve identified two specific managers whose performance is not up to even minimally acceptable standards. Pat Roberts has been with the organization for eight years as the Manager of Clerical Support Services. Pat’s performance has been poor for quite some time according to workers in the department. John Rand has been the Manager of Information Processing for less than six months and his department is not operating effectively at present. Your job is to take action.

Your Action

Before approaching these individuals to discuss how to get them on track, you decide to sit down and make a list of potential/probable causes for their performance failures. Be very specific in identifying the issues that you believe might be contributing to their difficulties. You will be asked to share your findings with the group.

1. ___________________________________________________________

2. ___________________________________________________________

3. ___________________________________________________________

4. ___________________________________________________________

5. ___________________________________________________________

6. ___________________________________________________________

7. ___________________________________________________________

8. ___________________________________________________________

Getting Results©

In this scenario you are asking people to analyze the factors that can influence a person’s performance. You have two people both of whom are not performing well ask the group to go through the exercise individually and then open up discussion to the class about why each of these performers are not doing well. You will find that motivation is a piece of the puzzle but not a complete piece as other factors may impact their performance like being short staffed, or having poor coworkers, or whatever but this is a good discussion to say that managers need to think about how to best motivate people and it is different for everyone

WHAT MOTIVATES YOU?: KNOW YOURSELF

Instructions: In the space provided below list the things that truly motivate YOU to do your very best in a given activity or role.

_________________________________________________

Now list the three (3) biggest things that demotivate YOU:

_______________________________________________

TIME TO DRAW: Now draw a picture on the back of the

previous page that depicts how to best motivate YOU!

Getting Results©

Now personalize the discussion and asked people to identify the things that motivate them and the things that demotivate them and asked them to draw a picture of how to best motivate them. Again pictures are a good way to force students to visualize important concepts

Instructions: Design the attributes of an organization that takes motivating its employees seriously. (5 minutes)

_________________________________________________

Now list the three (3) biggest things that organizations do to demotivate YOU:

_______________________________________________

TIME TO DRAW: Now draw a picture on the back of the

previous page that depicts how to best motivate YOU!

Getting Results©

MORE ON WHAT DEMOTIVATES US?

THE RESIGNATION LETTER OF A BROKEN EMPLOYEE!

Getting Results©

The Resignation Letter of a Broken Employee

Below is the actual resignation letter of an employee sent to the corporate HR Department of a Fortune 1000 enterprise. Read this letter carefully and see what might be learned about the issue of motivation.

Dear Personnel,

I want you to know why I am leaving after 11 years of hard work and dedication. I reached a

point where I hated to come to work. It started to make me feel sick all the time and I realized life

is too short to make myself sick for nothing. I worked hard but nobody ever noticed unless there

was a problem and then jumped all over me to protect their own ass. I worked in three different

departments and it was always the same, we were disorganized and always fighting to keep on

schedule and that gave me more stress than I needed. It didn’t have to be that way but management

would not listen to us. I had suggestions but my boss, Mr. _____ told me to just work or that he’d

look into it and nothing ever came from it. He made me feel dumb and at first I didn’t like myself,

but then I didn’t like him or his boss either. They both think their sh_t doesn’t stink. Hey, why am

I being asked to give up pay and benefits when management makes lots of money. I read in the paper

our president makes over a million bucks. What makes him so high and mighty? I don’t have another

job yet but I just had to get out of here or else go crazy, my work caused me big problems at home.

Nobody will probably even read this letter because I am just a peon, but if anybody does, remember I

never missed work, I did as I was told, and tried to help the company in my own way and was treated

like a dog. I feel angry and don’t know what else to say.

John ________________

Questions:

1. What is the first question you ask yourself when you receive this letter?

2. Why did this employee quit his job?

3. What specific issues are potentially important for the organization if these

employee’s concerns are indeed accurate?

Getting Results©

Use this resignation letter of an employee as a mini case asked students to individually read the case/letter and answer each of the questions. Why did this employee quit? Answer-many factors that will now be explained in exploring the various motivational theories.

Major Question

What’s the motivation for studying motivation?

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Motivation: What It Is, Why It’s Important

Motivation

the psychological processes that arouse and direct goal-directed behavior

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Why Is Motivation Important?

You want to motivate people to:

Join your organization

Stay with your organization

Show up for work at your organization

Be engaged while at your organization

Do extra for your organization

Getting Results©

Managers are paid to get results!

Where Are Better Results

Going to Come From?

Talent: a person’s level of skill and ability they possess to effectively perform their job.

Motivation: a person’s level of inner drive and work ethic applied to performing their job.

Support: providing the information, tools, climate, processes and resources necessary for a person to effectively perform their job.

The Performance Equation: Performance =

f (Talent x Motivation x Support)

Getting Results©

Content Perspectives

Content perspectives

theories that emphasize the needs that motivate people

Needs

physiological or psychological deficiencies that arouse behavior

Getting Results©

Major Question

What kinds of needs motivate employees?

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Maslow’s Hierarchy of Needs

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Alderfer’s ERG Theory

ERG theory

assumes that three basic needs influence behavior-existence, relatedness, and growth

Getting Results©

Multimedia Lecture Support Package to Accompany Basic Marketing

Lecture Script 6-18

Three Kinds of Needs

Existence needs

desire for physiological and material well-being

Relatedness needs

desire to have meaningful relationships with people who are significant to us

Growth needs

desire to grow as human beings and to use our abilities to their fullest potential

Getting Results©

McClelland’s Acquired Needs Theory

Acquired Needs Theory

states that three needs - achievement, affiliation, and power - are major motives determining people’s behavior in the workplace

Getting Results©

The Three Needs

Need for achievement

desire to achieve excellence in challenging tasks

Need for affiliation

desire for friendly and warm relations with other people

Need for power

desire to be responsible for or control other people

Getting Results©

Need for achievement – the desire to excel, to do something better or more efficiently, to solve problems, to achieve excellence in challenging tasks.

Herzberg’s Two-Factor Theory

Two-Factor Theory

proposed that work satisfaction and dissatisfaction arise from two different factors - work satisfaction from so-called motivating factors and work dissatisfaction from so-called hygiene factors

Getting Results©

Herzberg’s Two-Factor Theory

Hygiene factors

factors associated with job dissatisfaction which affect the job context in which people work

Motivating factors

factors associated with job satisfaction which affects the job content or the rewards of work performance

Getting Results©

Using two-factor theory to motivate employees

Managers should first eliminate dissatisfaction making sure that working conditions, pay levels, and company policies are reasonable

Multimedia Lecture Support Package to Accompany Basic Marketing

Lecture Script 6-23

Herzberg’s Two-Factor Theory

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Major Question

Is a good reward good enough? How do other factors affect motivation?

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Reinforcement Perspectives on Motivation

Reinforcement theory

attempts to explain behavior change by suggesting that behavior with positive consequences tends to be repeated, whereas behavior with negative consequences tends not to be repeated

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Behavior modication is using reinforcement theory to change human behavior.

Reinforcement Theory Discovered

12-27

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Types of Reinforcement

Positive reinforcement

use of positive consequences to encourage desirable behavior

Negative reinforcement

process of strengthening a behavior by withdrawing something negative

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Types of Reinforcement

Extinction

weakening of behavior by ignoring it or making sure it is not reinforced.

Punishment

process of weakening behavior by presenting something negative or withdrawing something positive

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Four Types of Reinforcement

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Using Reinforcement to Motivate Employees

Positive reinforcement

Reward only desirable behavior

Give rewards as soon as possible

Be clear about what behavior is desired

Have different rewards and recognize individual differences

Getting Results©

Popular Incentive Compensation Plans

Piece rate

Sales commission

Bonuses

Profit-sharing

Gainsharing

Stock options

Pay for knowledge

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Piece rate

employees paid according to how much output they produce

Sales commission

sales reps are paid a percentage of the earnings the company made from their sales

Bonuses

cash awards given to employees who achieve specific performance objectives

profit sharing - the distribution to employees of a percentage of the company’s profits

-gainsharing - the distribution of savings or gains to groups of employees who reduced costs and increased measurable productivity

-stock options - certain employees are given the right to buy stock at a future date for a discounted price

-pay for knowledge - employee pay is tied to the number of job relevant skills or academic degrees they earn

Multimedia Lecture Support Package to Accompany Basic Marketing

Lecture Script 6-32

Ways to Use Punishment

Punish only undesirable behavior.

Give reprimands or disciplinary actions as soon as possible.

Be clear about what behavior is undesirable.

Administer punishment in private.

Combine punishment and positive reinforcement.

Getting Results©

Nonmonetary Ways of Motivating Employees

Flexible workplace

Thoughtfulness

Work-life benefits

Surroundings

Skill-building & educational opportunities

Sabbaticals

Getting Results©

The most common non-monetary incentive is the flexible workplace

Companies need to offer employees a means of balancing their work and their personal lives

Companies need to create a work environment that is conducive to productivity

Companies can help employees build their skills by developing “shadowing” programs and offering tuition reimbursement

Offering sabbaticals to long-term employees gives people a change to recharge themselves

Multimedia Lecture Support Package to Accompany Basic Marketing

Lecture Script 6-34

Equity Theory

Equity theory

focuses on employee perceptions as to how fairly they think they are being treated compared to others

Inputs, outputs, comparison

Getting Results©

Equity Theory

Getting Results©

Using Equity Theory to Motivate Employees

Employees who feel they are under-rewarded will react to the inequity in negative ways by:

(1) reducing their inputs

(2) trying to change the outputs or rewards they receive

(3) distorting the inequity

(4) changing the object of comparison or

(5) leaving the situation

Getting Results©

Employees who think they are treated fairly are more likely to support organizational change and more apt to cooperate in group settings.

Getting Results©

Practical Lessons from Equity Theory

Employee perceptions are what count

Employee participation helps

Having an appeal process helps

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Expectancy Theory

suggests that people are motivated by two things: (1) how much they want something and (2) how likely they think they are to get it.

Getting Results©

Expectancy Theory

Expectancy

belief that a particular level of effort will lead to a particular level of performance

Instrumentality

expectation that successful performance of the task will lead to the desired outcome

Valence

the value a worker assigns to an outcome

Getting Results©

Expectancy Theory: The Major Elements

Getting Results©

When attempting to motivate employees, managers should ask the following questions:

(1) What rewards do the employees value?

(2) What are the job objectives and the performance level you desire?

(3) Are the rewards linked to performance?

(4) Do employees believe you will deliver the right rewards for the right performance?

Getting Results©

Goal-Setting Theory

Goals should be specific

Goals should be challenging but achievable

Goals should be linked to action plans

Goals need not be jointly set to be effective

Feedback enhances goal attainment

Getting Results©

KEY MOTIVATIONAL THEORIES – A PRIMER

A. NEED THEORIES:

1. Maslow’s Hierarchy of Needs – There is a hierarchy of needs –

physiological, safety, social, esteem, and self-actualization; as each need is

substantially satisfied, the next need becomes dominant.

Bottom Line:___________________________________________________

2. Two-Factor Theory (a.k.a. Motivation-Hygiene Theory)

a) Intrinsic/motivation factors are related to job satisfaction, while

extrinsic factors are associated with dissatisfaction.

Extrinsic/hygiene factors – such as company policy and administration, supervision,

and salary – that when adequate in a job, placate workers. When these factors are

adequate, people will not be dissatisfied.

Bottom Line:___________________________________________________

3. ERG – There are three groups of core needs: existence, relatedness, and growth.

a) Existence – providing our basic material existence requirements.

b) Relatedness – the desire to maintain important interpersonal

relationships.

c.) Growth – an intrinsic desire for personal development.

Bottom Line:___________________________________________________

4. McClelland's Needs Theory – Achievement, power, and affiliation are three important needs

that help explain motivation.

a) Need for achievement – the drive to excel, to achieve in relation to a

set of standards, to strive to succeed.

b) Need for power – the need to make others behave in a way that they

would not have behaved otherwise.

c) Need for affiliation – the desire for friendly and close interpersonal

relationships.

Bottom Line:___________________________________________________

B. Theory X and Theory Y

1. Theory X – The assumption that employees dislike work, are lazy, dislike responsibility, and

must be coerced to perform.

a) Employees inherently dislike work and when possible will attempt to avoid it.

b) Since employees dislike work, they must be coerced, controlled or threatened with

punishment to achieve goals.

c) Employees will avoid responsibilities and seek formal direction when possible.

d) Most workers place security above all other factors associated with work and

will display little ambition.

Bottom Line :___________________________________________________

Getting Results©

Here is a two-page quick hitting list of the key motivational theories that they probably read about in their books. This is a cliff notes version of motivational theories that they can use as a reference point given what you discussed in class.

2. Theory Y – The assumption that employees like work, are creative, seek responsibility, and

can exercise self-direction.

a) Employees can view work as being as natural as rest or play.

b) People will exercise self-direction and self-control if they are committed to the

objectives.

c) The average person can learn to accept, even seek, responsibility.

d) The ability to make innovative decisions is widely dispersed throughout the

population and is not necessarily the sole province of those in management positions.

Bottom Line:___________________________________________________

C. Goal Setting – the theory that specific and difficult goals, with feedback, lead to higher

performance.

a) S__________

b) M_________

c) A__________

d) R__________

e) T__________

Bottom Line:___________________________________________________

D. Reinforcement Theory – Behavior is a function of its consequences – shaping behavior using

appropriate “reinforcers” helps motivate an individual to behave appropriately.

a) Positive reinforcement

b) Punishment/Negative reinforcement

Bottom Line: ___________________________________________________

E. Equity Theory - Individuals compare their job inputs and outcomes with those of

others and then respond to eliminate any inequalities.

a) Distributive justice – Perceived fairness of the amount and allocation of rewards

among individuals.

b) Procedural justice – Perceived fairness of the process used to determine the

distribution of rewards.

Bottom Line: ___________________________________________________

F. Expectancy Theory – The strength of a tendency to act in a certain way depends on the strength of an expectation that the act will be followed by a given outcome and on the attractiveness of that outcome to the individual.

a) Effort-performance relationship – The probability perceived by the individual

that exerting a given amount of effort will lead to performance.

b) Performance-reward relationship – The degree to which the individual believes

that performing at a particular level will lead to the attainment of a desired outcome.

c) Reward-personal goals relationship – The degree to which organizational rewards

satisfy an individual’s personal goals or needs and the attractiveness of those

potential rewards for the individual.

Bottom Line :___________________________________________________

Getting Results©

Job Characteristics Model

Getting Results©

Applying the Job Characteristics Model

Diagnose the work environment to see whether a problem exist

Determine whether job redesign is appropriate

Consider how to redesign the job

Multimedia Lecture Support Package to Accompany Basic Marketing

Lecture Script 6-47

Nonmonetary Ways of Motivating Employees

Flexible workplace

Thoughtfulness

Work-life benefits

Surroundings

Skill-building & educational opportunities

Need to matter

Sabbaticals

Getting Results©

Multimedia Lecture Support Package to Accompany Basic Marketing

Lecture Script 6-48

Group Presentation Reading #8: The Performance Management and Appraisal of Middle Managers in Rapidly Changing Organizations

Getting Results©

Group Presentation Reading #9: On the Folly of Reward A, While hoping for B

Getting Results©

Group Presentation Reading #10: Producing Sustainable Competitive Advantage Through The Effective Management of People

Getting Results©

Why do we care about diversity?

Getting Results©

Group Presentation Reading #11: Coaching for Better Results

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Key Quotes Coaching and Accountability

"It is not only what we do, but also what we do not do, for which we should be accountable."

Moliere

“Remember that you are unique. If that has not been fulfilled, then something wonderful has been lost."

Martha Graham

"We are accountable for our decisions in our personal life so why shouldn't we be just as accountable in our work life."

"We must reject the idea that every time a law's broken, society is guilty rather than the lawbreaker. It is time to restore the American precept that each individual is accountable for his actions."

Catherine Pulsifer

Ronald Reagan

"People will always exceed targets they set themselves."

Gordon Dryden

“The test of a good coach is that when they leave, others will carry on successfully.”

Unknown

“You get the best effort from others not by lighting a fire beneath them, but by building a fire within.”

Bob Nelson

“Coaching is the application of ownership and

accountability to people.”

COL

Getting Results©

After the discussion on motivational theories it is a natural shift to talk about coaching as coaching puts leaders in a position to have a profound effect on their employees levels of motivation given all the theoretical discussion around goal setting, feedback, reinforcement, and the like

THE BEST/WORST COACH

THAT YOU KNOW EXERCISE

Instructions: Think of the business leader that you have worked with during your career that you would describe as being the best/worst COACH. Write down at least seven (7) attributes that describe this individual and why they were the BEST/WORST. Your answers will be shared with the group.

____________________________________

Getting Results©

Divide the room in half and asked The room to talk about the best coach in the other half to describe the worst coach give them 2 min. to complete this exercise. Then have people stand up on each half of the room and go around and share one thing that made their best coach or worse coach the best coach or the worst coach. This is a good way to set the stage for the upcoming discussion.

COACH

C_______ for the success of the employee.

O___________ of ongoing employee behavior and performance.

A________ with the employee’s ability and motivation with performance standards.

C______________ and feedback about performance to help shape and reinforce desired outcomes.

H_____ to improve employee performance and make employees feel appreciated.

C-concern

O-observation

A-alignment

C-communication

H-help

1. In your opinion, what is accountability?

____________________________________________________________________________________________________________________________________________________________________________________

2. Why is accountability important to an organization’s success?

____________________________________________________________________________________________________________________________________________________________________________________

COACHING AND ACCOUNTABILITY

Coaching is all about creating accountability around performance. Ask people to describe accountability and why accountability is so important to an organization’s success. The answer is fairly obvious in that if people are not held accountable there left to their own desires which can be all over the place. When employees are held accountable it lets them know that what they are doing is important. The key is that managers need to hold employees accountable and effective fashion.

Key Question: What is it about accountability that, when properly applied, has a positive effect on each of the following key indicators?

Employee motivation?

Morale?

Employee expectations?

Engagement?

Teamwork?

Reward systems?

Continuous improvement?

Overall performance?

ACCOUNTABILITY AND PERFORMANCE IMPROVEMENT

KEY: Effective coaching is the application of effective accountability to the workplace on an employee-by-employee basis.

Asked people how accountability influences each of the eight items identified in the sheet. Then open up the discussion in class about which of these factors is most important for organizational success

COACHING AND ACCOUNTABILITY

S.W.O.T. ANALYSIS

What are your organization’s STRENGTHS when it comes to coaching and accountability?

What are your organization’s WEAKNESSES when it comes to coaching and accountability?

What OPPORTUNITIES exist for your organization to improve in this area?

What THREATS exist that your organization must address in this area?

Now ask students to conduct a personal swot assessment on the following questions to see if they have the talent for coaching that they think they do. You can share with them that coaching is quite different from culture to culture so ask them the role of coaching in the Indian workplace. See what you can learn.

“Lots of businesses and leaders talk about the importance of coaching and giving their people feedback, but in the end the real question is; do they do it, do they do it well, do they do it regularly and do they do it based on the needs of different employees?...It isn’t just about providing performance feedback, it is about helping and supporting employees reach their full potential.”

A Senior Manager’s Observation

SOMETHING TO THINK ABOUT…

Key Question: What message is this well respected senior manager trying to share?

Key stuff pretty obvious.

Group Presentation Reading #11: Coaching for Better Results – Final Review

KEY FINDINGS

82% of managers agree that coaching is critically important to a manager’s success;

68% of managers stated that knowing their people was critically important to their effectiveness as a coach;

93% of managers agree that employees want and need feedback and coaching to improve their performance;

74% of managers stated that they believed most employees do not get enough feedback and coaching on how to improve their performance;

69% of managers believe that a manager should adjust their approach to coaching to meet the performance needs of individual employees;

78% of managers believe an employee’s ability and motivation should influence a manager’s approach to coaching an individual employee;

43% of managers believe that other managers are effective in their role as a coach;

66% of managers stated that they struggled to make time for coaching on an ongoing basis; and

80% of managers believe that they could improve their coaching skills.

Source: Longenecker, C.O. Coaching for Better Results. Industrial and Commercial Training 2010.

A STUDY ON LEADERS AND COACHING

Background: To explore the practice of coaching in today’s ultra-competitive workplace, a sample of 219 managers were surveyed and asked to respond to a series of questions on the subject to help us better understand their experience with the subject. These managers were part of a large educational program and represented over fifty (50) different U.S. manufacturing and service organizations. Participants had an average age of 43.5 years, were 63% male and 37% female, had 12.8 years of managerial experience and represented over eight (8) different functional business disciplines.

These other key findings from the coaching article that students will be presenting. Have the students present the article first and then review it in this format.

#1: A Coach Must Know Their People

WHY: _______________________________________

#2 A Coach Must Monitor Each Employee’s Performance

WHY: _______________________________________

#3 Effective Coaches Ensure Their People Have the Proper Support to Perform

WHY: _______________________________________

#4 Effective Coaches Coach Employees Based On Their Ability and Motivation

WHY: _______________________________________

#5 Effective Coaches Develop a Coaching Strategy for Each Employee

WHY: _______________________________________

#6 Effective Coaches Take the Time to Coach

WHY: _______________________________________

#7 Effective Coaches Develop Themselves to Meet the Demands of the Job of Coaching

WHY:______________________________

SEVEN KEY COACHING LESSONS

Ask people why each of these seven factors are critically important for coaching to be meaningful to employees. The why in each factor can be whatever you decide is truly important.

THE EMPLOYEE ABILITY AND MOTIVATION COACHING MATRIX

The Performance Equation:

Performance = f (Ability x Motivation x Support)

Again, this is the matrix from coaching article with the various combinations of employee ability and employee motivation. Ask the students if they agree with these descriptions and use this as a basis to say our coaching styles have to be tailor-made to the individuals with whom we are working.

COACHING WORKSHEET

KEY: Effective coaching requires leaders to create a tailor-made approach to working with each employee that meets their performance needs. It requires executing that approach with great regularity, consistency and caring on an ongoing basis, making adjustments as the employee grows and develops. When a leader does not coach effectively, is to ask for less than optimal performance.

	Grade Yourself	Employee Rating		Performance Coaching Action
Employee Initials	A-F	Motivation Rating 1-5	Ability Rating 1-5	Identify One Behavior for Each Person that Needs To Corrected or Reinforced

Instructions: Fill in the initials of people that report to you. Now give yourself a letter grade A-F on how well you have coached each of your people this year to-date. Now rate each employee’s motivation and ability using the 1-5 scale below with 1 being low and 5 being high. Once you have completed this, review the actions that are important for the four categories of employees described on the previous pages.

Select one specific behavior for each employee that needs to be corrected or reinforced and identify the appropriate coaching actions that will help this employee improve their performance when you engage in this practice. This is a starting point for coaching improvemen.t

This is just a coaching worksheet to identify specific plans of action in approaching people in the workforce.

Category 1: Coach as Nurturer: Leading the “Dream” Employee

KEY COACHING PRACTICES:

Identifying new and challenging job assignments.

Providing regular doses of praise and recognition.

Offering additional training and development opportunities.

Providing additional responsibility, empowerment and authority.

Letting the employee know, in creative and meaningful ways, that they are truly respected, needed and appreciated.

The next four pages focus on the specifics of approaching each of the various quadrants in the 2 x 2 matrix with specific prescriptive actions.

Category 2: Coach as Trainer: Leading the

“Up-and-Coming” Employee.

KEY COACHING PRACTICES:

Observes and monitors employee performance and identifies the specific skills that need to be developed for improvement.

Helps the employee develop a training plan to assist the employee acquire the skills and provides the resources necessary to do so sooner rather than later.

Supports the employee in their efforts to acquire these skills by providing additional on-the-job training, formal training, and cross-training opportunities.

Provides specific instructions to aid skill acquisition and regularly answers employee questions that emerge in the development process.

Provides ongoing and specific feedback and reinforcement to employees as they work in applying newly acquired skills on the job.

Category 3: Coach as Motivator: Dealing with the “Underachieving” Employee.

KEY COACHING PRACTICES:

Clearly establish performance goals and standards for these employees that represents a value-added performance threshold.

Closely track and monitor employee performance to create a strong sense of accountability for their performance.

Make use of both positive feedback and reinforcement to recognize effective performance.

Use constructive criticism, reprimands, and negative consequences in responding to these employees to remove undesirable behaviors.

Be willing to demote or terminate an employee in this category who only performs well when they choose to do so or are under scrutiny.

Category 4: Coach as Miracle Worker: Dealing with the “Change-or-Go” Employee.

KEY COACHING PRACTICES:

Review the employee’s employment record with the organization and track and analyze the employee’s actual performance contribution to-date.

Ensure that the employee has the proper tools and support that they need to effectively perform their job.

Clearly define the performance changes that must be made for employment to continue.

Work with the employee to create a serious performance improvement/turnaround plan.

Monitor the employee’s performance on a daily basis providing ongoing feedback and documentation of the employee’s contribution to the organization and fulfillment of their improvement plan.

The Role of Ownership & Accountability in Motivation: Practices to Increase Ownership of Performance

Develop a personal connection with each employee so that you know and understand an employee’s strengths and weaknesses. Managers can encourage ownership by developing trust and maintaining a positive attitude with their employees.

Clarify each employee’s responsibility through effective delegation so that they know what challenges they must meet and what work they must take ownership of.

Ensure that people are properly trained and equipped to perform their work so they will feel prepared to succeed. Make it clear that you want all of your people to be successful.

Make sure that employees are empowered with the authority and information they need to make decisions that affect their performance.

Involve employees in key practices that affect them – such as goal-setting, planning, and implementing change – so that they take ownership of decisions that affect them.

In the getting results research findings it was clear that employees have to take ownership of the results the organization needs from them and that they must have accountability in that regard. This is a summary checklist of the things that leaders can do to create ownership and accountability and is a good way to tie up the discussion on coaching and motivation. The most important point is that leaders must create an environment and climate for high-performance and coaching sends a message to their employees that their activity is critical to the success of the organization and that they must guide and shape behavior if optimal performances to be had.

(continued)

Always listen to employees, and when problems emerge, encourage participation, new ideas, and ownership of solutions.

Practice “open-book management” with employees in terms of sharing organizational and work unit goals, plans, and performance feedback. In this way, your people see the bigger picture.

Develop linkage between desired performance and rewards and incentives to demonstrate to people that there are good reasons to take ownership of their performance.

Allow people an opportunity to grow and develop new skills and talents. Doing so causes people to be committed to the job and the organization.

Celebrate success because people want to be part of a winning enterprise and because feeling successful makes it easier for people to come to work. Recognition for strong performance increases the desire for more good performance.

The Role of Ownership & Accountability in Motivation: Practices to Increase Ownership of Performance

Practices to Create Accountability for Results

When responsibilities and goals have been clarified, always establish standards of performance that should be challenging yet realistic to encourage people to “hit the mark.”

Provide balanced, ongoing performance feedback for your people so that they know and have no doubt about how well they are performing.

Provide ongoing coaching for your people on how to improve their performance and be very specific in doing so.

Use the formal appraisal process as a strategic planning activity to review performance, identify ways to improve, and recognize and reinforce desired levels of performance.

Effectively deal with non-performers who are damaging work unit performance and morale by either implementing a corrective action program or setting the stage for a person’s departure from the organization. To not do so is to send all the wrong messages to non-performers and performers alike.

(Source: Longenecker and Simonetti - Getting Results: Five Absolutes for High Performance)

A Manager’s List of Good Rewards

Encourage employees to master a skill

Additional decision-making control

Raises and bonuses

Social functions and outings as a team

A night on the town

Additional autonomy

A nice meal or lunch courtesy of the leader

Lunch as a group that the manager buys

Dinner

A pizza party

Picnics for teams

Golf or other sporting event in which both parties participate

Direct praise and recognition

Peer recognition

Letters of recognition to file or place where customers can see them

Passing on customer compliments and commendations in voice mail or in writing

Written praise

One-on-one verbal praise

Day off or time off

Cash incentives

Tickets to sporting events, concerts, and so on that the employees can attend by themselves.

Certificates and plaques

Shirts, phones, pins, hats, cups, and so on, all with the name of the company on them

A special parking space

Additional responsibilities

Opportunities to excel

Additional training and development opportunities

A personal call or visit from the CEO or a senior executive

Improved resources

Allowing people to bid on projects they would most prefer

*All of these efforts are generally meaningless if the leader is not respected and/or trusted by their people!

Finally, here’s a checklist of some things that have been found to be good rewards that managers can use to create positive reinforcement/feedback for people. This is a list that we’ve accumulated in the US. Ask them if it works for the Indian workforce and if so which ones?

Figure 1: The Employee Ability and Motivation Coaching Matrix

High

Employee Ability

Low

Low High

Employee Motivation

Category 3

COACH AS MOTIVATOR

High ability

Low motivation

The “Underachieving” Employee

Category 1

COACH AS NURTURER

High ability

High motivation

The “Dream” Employee

Category 4

COACH AS MIRACLE WORKER

Low ability

Low Motivation

The “Change-or-Go” Employee

Category 2

COACH AS TRAINER

Low ability

High motivation

The “Up-and-Coming” Employee