BUS 51 - Mosley7e ch11

© 2008 Thomson/South-Western© 2008 Thomson/South-Western All rights reserved. All rights reserved.

PowerPoint Presentation by Charlie CookPowerPoint Presentation by Charlie CookThe University of West AlabamaThe University of West Alabama

Part 4Skill Development

Mosley Mosley • Pietri• Pietri

Chapter 11Coaching for Higher Performance

© 2008 Thomson/South-Western. All rights reserved. 11–2

Learning ObjectivesLearning Objectives

1.1. Explain the concept of coaching.Explain the concept of coaching.

2.2. Identify the four major coaching functions.Identify the four major coaching functions.

3.3. Describe important skills used in coaching.Describe important skills used in coaching.

4.4. Differentiate between general and pinpointed coaching Differentiate between general and pinpointed coaching statements.statements.

5.5. Describe an “I” message.Describe an “I” message.

6.6. Explain the extent to which a supervisor should Explain the extent to which a supervisor should counsel an employee about personal problems.counsel an employee about personal problems.

After reading and studying this chapter, you should After reading and studying this chapter, you should be able to:be able to:


Introduction to CoachingIntroduction to Coaching• CoachingCoaching

Is the interpersonal process that supervisors and Is the interpersonal process that supervisors and managers use to help individuals continually reach managers use to help individuals continually reach their highest levels of performance.their highest levels of performance.

Is a powerful supervisory skill.Is a powerful supervisory skill.

• Current Emphasis on CoachingCurrent Emphasis on Coaching The supervisor is now:The supervisor is now:

A developer of the diverse employeesA developer of the diverse employees A facilitator of teams to maximize their potentialA facilitator of teams to maximize their potential A coach to all employeesA coach to all employees——“A”, “B”, and “C” level “A”, “B”, and “C” level

employeesemployees


EXHIBIT 11.1 Performance-Linked Coaching

Through effective coaching, the supervisor can help an employee become an increasingly effective performer.


EXHIBIT 11.2 Examples of Coaching Situations

• Assigning a new challenging task; reviewing results.

• Determining with an employee his/her training needs.

• Showing an employee how to perform a task.

• Discussing a plan for employee career advancement.

• Listening to an employee’s fears of job cutbacks.

• Providing an employee insight into company politics.

• Helping an employee adapt psychologically to job changes.

• Discussing poor employee performance.

• Helping an employee manage stress.


EXHIBIT 11.2 Examples of Coaching Situations (cont’d)

• Discussing how a long-term, excellent employee can reach an even higher performance level.

• Conducting a disciplinary interview.

• Discussing a problem of poor work or failure to follow organization rules/policy.

• Conducting a performance appraisal.

• Allowing an employee to “blow off” some emotional “steam.”


Introduction to Coaching (cont’d)Introduction to Coaching (cont’d)• Why Supervisors Reject CoachingWhy Supervisors Reject Coaching

Lack of confidence in themselves.Lack of confidence in themselves.

View coaching as a passive process.View coaching as a passive process.

Do not want to take the time to coach.Do not want to take the time to coach.


The Coaching FunctionsThe Coaching Functions

1.1. TutoringTutoring

2.2. MentoringMentoring

3.3. Confronting/challengingConfronting/challenging

4.4. CounselingCounseling


Introduction to Coaching (cont’d)Introduction to Coaching (cont’d)• MentoringMentoring

The coaching activity that helps develop careers in The coaching activity that helps develop careers in others.others.

• Ways of MentoringWays of Mentoring Helping an employee see the potentially negative Helping an employee see the potentially negative

impact of behavior he or she is considering.impact of behavior he or she is considering. Understanding how to approach and gain influence Understanding how to approach and gain influence

with powerful organization members.with powerful organization members. Learning who key players are in given circumstances.Learning who key players are in given circumstances. Understanding how past or current events impact the Understanding how past or current events impact the

team member’s actions and behavior.team member’s actions and behavior.


Introduction to Coaching (cont’d)Introduction to Coaching (cont’d)• Confronting/ChallengingConfronting/Challenging

Establishes clear performance standards, compares Establishes clear performance standards, compares actual performance against them, and addresses actual performance against them, and addresses performance that doesn’t meet those standards.performance that doesn’t meet those standards.

• CounselingCounseling Helping an individual recognize, talk about, and solve Helping an individual recognize, talk about, and solve

either real or perceived problems that affect either real or perceived problems that affect performance.performance.


EXHIBIT 11.3 Outcomes of the Four Coaching Functions

Source: Adapted from Dennis C. Kinlaw, Coaching for Commitment (San Diego, Calif.: Pfeiffer & Company, 1993), pp. 22–23.

Tutoring Mentoring 1. Increased technical know-how

2. Increased understanding of processes and systems

3. Increased pace of learning

4. Movement to expert status

5. Commitment to continual learning

1. Developing political understanding/savvy

2. Sensitivity to the organization’s culture

3. Expanded personal networks

4. Increased sensitivity to key players’ likes/dislikes

5. Greater proaction in managing own career

Confronting/Challenging Counseling 1. Clarification of performance

expectations

2. Identification of performance shortcomings

3. Acceptance of more-difficult tasks

4. Strategies to improve future performance

5. Commitment to continual performance improvement

1. Accurate descriptions of problems and their causes

2. Technical and organizational insight

3. Ventilation of strong feelings

4. Commitment to self-sufficiency

5. Deeper personal insight about own feelings and behavior

6. Changes in point of view


Coaching: The Core SkillsCoaching: The Core Skills• AcknowledgingAcknowledging

Showing by nonevaluative verbal responses that Showing by nonevaluative verbal responses that you have listened to what the employee has you have listened to what the employee has stated.stated.

• AttendingAttending Showing through nonverbal behavior Showing through nonverbal behavior

that you are listening in an open, that you are listening in an open, nonjudgmental manner.nonjudgmental manner.


Coaching: The Core Skills (cont’d)Coaching: The Core Skills (cont’d)• AffirmingAffirming

Communicating to an employee his or her value, Communicating to an employee his or her value, strengths, and contributions.strengths, and contributions.

• ConfirmingConfirming Making sure an employee understands Making sure an employee understands

what has been said or what has been said or agreed upon.agreed upon.


Coaching: The Core Skills (cont’d)Coaching: The Core Skills (cont’d)• PinpointingPinpointing

Providing specific, tangible information about Providing specific, tangible information about performance to an employee.performance to an employee.

• ProbingProbing Asking questions to obtain additional information.Asking questions to obtain additional information.

• ReflectingReflecting Stating your interpretation of what Stating your interpretation of what

the employee has said.the employee has said.• ResourcingResourcing

Providing information, assistance, Providing information, assistance, and advice to employees.and advice to employees.


Coaching: The Core Skills (cont’d)Coaching: The Core Skills (cont’d)• ReviewingReviewing

Reinforcing key points at the end of a coaching Reinforcing key points at the end of a coaching session to ensure common understanding.session to ensure common understanding.

• SummarizingSummarizing Pausing in the coaching conversation to summarize Pausing in the coaching conversation to summarize

key points.key points.


EXHIBIT 11.4 Suggestions for Confronting Poor Performance

1. Describe the performance situation in specific detail.

2. Seek and listen to the team member’s point of view.

3. Get agreement on the problem.

4. Try to get the employee’s involvement in determining a solution.

5. Agree on a plan of action to improve performance.

6. Summarize the agreement and reinforce the changed behavior.

7. Plan for follow-up, if needed.


Coaching StatementsCoaching StatementsGeneralGeneral Your attendance is poor.Your attendance is poor.

You need to cooperate You need to cooperate better with department better with department heads.heads.

You need to follow our You need to follow our safety rules.safety rules.

You haven’t made the You haven’t made the progress that you’d progress that you’d agreed on.agreed on.

PinpointedPinpointed You have missed a day in each You have missed a day in each

of the past four pay periods.of the past four pay periods.

Company policy is to give Company policy is to give department heads the cost department heads the cost information when they request it.information when they request it.

This morning I saw you This morning I saw you performing the job without performing the job without wearing your safety goggles.wearing your safety goggles.

You and I agreed that you would You and I agreed that you would complete the first draft by today, complete the first draft by today, but you tell me you need two but you tell me you need two more days.more days.


““I” MessagesI” Messages• ““I” MessageI” Message

Is an appeal rather than a demand that the other Is an appeal rather than a demand that the other person change. person change.

Is focused on employee behavior, its effect, and how Is focused on employee behavior, its effect, and how it makes the employee feel.it makes the employee feel.

Frames the sender’s displeasure in a way that Frames the sender’s displeasure in a way that addresses the problem openly and tactfully and is addresses the problem openly and tactfully and is more likely to pave the way toward a resolution in an more likely to pave the way toward a resolution in an objective, supportive manner.objective, supportive manner.


““I” Messages (cont’d)I” Messages (cont’d)• Major Parts of an “I” MessageMajor Parts of an “I” Message

Feelings:Feelings: Indicate how the sender feels about the Indicate how the sender feels about the effects of the behavior.effects of the behavior. Angry, embarrassed, frustrated, concerned, etc.Angry, embarrassed, frustrated, concerned, etc.

Behavior:Behavior: Identify the specific behavior. Identify the specific behavior. Absenteeism, not keeping appointments, not meeting quota, Absenteeism, not keeping appointments, not meeting quota,

etc.etc.

Effect:Effect: Spell out the end result of the behavior. Spell out the end result of the behavior. Poor example for others, making the work unit look Poor example for others, making the work unit look

unproductive, inconvenience to others in the unit, etc.unproductive, inconvenience to others in the unit, etc.


Examples of “You” and “I” MessagesExamples of “You” and “I” Messages““You” MessagesYou” Messages You neglected to You neglected to

proofread that report, proofread that report, you should know better you should know better than to let a report go than to let a report go out like that.out like that.

You know I expect you You know I expect you to attend our regular to attend our regular meetings. You need to meetings. You need to attend them from now attend them from now on.on.

““I” MessagesI” Messages When I noticed the When I noticed the

many typos in the many typos in the report, I was really report, I was really upset. It makes our upset. It makes our unit look careless and unit look careless and unprofessional.unprofessional.

When you don’t attend When you don’t attend our regular meetings, our regular meetings, I’m concerned that we I’m concerned that we miss your expertise miss your expertise and insight.and insight.


EXHIBIT 11.6 Iceberg Model of Counseling


Coaching: The Counseling FunctionCoaching: The Counseling Function

Personal ProblemsPersonal Problems

Job PerformanceJob Performance Physical and Emotional Physical and Emotional IllnessIllness

Areas of Areas of Employee Employee

CounselingCounseling


Role of EAPs in CounselingRole of EAPs in Counseling• Employee Assistance Programs (EAPs)Employee Assistance Programs (EAPs)

Professional counseling and medical services for Professional counseling and medical services for employees with unresolved personal or work-related employees with unresolved personal or work-related problems.problems.

• Issues in CounselingIssues in Counseling Employee’s reluctance to “open up.”Employee’s reluctance to “open up.”

Employee’s resentment of supervisor probing.Employee’s resentment of supervisor probing.

Possible supervisor/company liability for negative Possible supervisor/company liability for negative consequences for advice given to employee.consequences for advice given to employee.


EXHIBIT 11.7 Profile of Typical Substance Abusers

Sources: Janet Gemignani, “Substance Abusers: Terminate or Treat?” Business & Health 17(6), June 1999, pp. 32–37; Laura A. Lyons and Brian H. Kleiner, “Managing the Problem of Substance Abuse . . . Without Abusing Employees,” HR Focus 69(4), April 1992, p. 9; Peter Ellis, “Substance Abuse and Work,” Occupational Safety & Health 30(13),March 2000, pp. 38–41.

• Four times more likely to have on-the-job accidents than nonabusers

• Four to six times more likely to have off-the-job accidents than nonabusers

• Five times the number of workers’ compensation claims as nonabusers

• Five times the number of medical claims as nonabusers• Two and a half times more absenteeism/tardiness than

nonabusers, especially on Mondays and Fridays and before and after holidays

• Take extended breaks and lunch hours


EXHIBIT 11.7 Profile of Typical Substance Abusers (cont’d)


• Have numerous restroom breaks• Experience frequent off-job emergencies• Experience frequent short-term illnesses• Dramatic change in personality or work performance

during the day, especially after breaks• Deteriorating personal appearance and ability to get

along with others• Tendency to overreact to real or imagined criticism• Experience difficulty handling instructions• Depressed or anxious disposition• Work at 67 percent of potential


EXHIBIT 11.8 Example of an Employee Assistance Program (EAP)


•What the EAP is:• Voluntary• Independent• Confidential• Professional• Free• Accessible• A Valuable Resource

•What the EAP is Not:• A Branch of Human

Resources• A Refuge for Poor Job

Performance

•Procedures for Use• Self-Referral• Supervisor/Management

Referral


Important TermsImportant Terms

• acknowledgingacknowledging• affirmingaffirming• attendingattending• coachingcoaching• confirmingconfirming• confronting/challengingconfronting/challenging• counselingcounseling• Employee Assistance Employee Assistance

Programs (EAPs)Programs (EAPs)

• ““I” messageI” message• mentoringmentoring• pinpointingpinpointing• probingprobing• reflectingreflecting• resourcingresourcing• reviewingreviewing• summarizingsummarizing• tutoringtutoring

BUS 51 - Mosley7e ch11

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