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This guide reflects many of the internal policies and procedures applicable to
employment in US Convenience Retail (USCR) Company-Owned Company-
Operated (COCO) retail sites. Some states have laws which may provide for
greater benefits to employees working in those states or that require the
employer to adopt a different policy or procedure in that state. Where such a
conflict arises, state law will be followed. Contact your local Client Relationship
Advisor (CRA) for guidance on these exceptions.
This guide is provided for informational purposes and does not constitute a
contract for employment, expressed or implied. BP Products North America Inc.
and its subsidiaries (hereinafter “BP”) reserves the right to change, add, delete
and/or modify provisions in this guide at any time with or without notice. This
guide contains summaries of certain BP policies. While we intend that this guide
is up to date, it is possible that the summaries found in this guide are not current,
complete or consistent with other information or communications. Differences
between this guide and the applicable policy are not intended; however, if any
differences are found to exist, the actual policy will govern.
© BP Products North America Inc. 2007. All rights reserved. Not for disclosure, reproduction or use
without prior written agreement.
• Employees • Vendors
• CAEs • Colleagues
• Customers • Maintenance
• Law Enforcement • Inspectors
When you coach someone, give your undivided attention. Maintain eye
contact and show an interest in what the person has to say. Focus on
the here and now. Your verbal and non-verbal reactions also let the
person know that you are tuned into them and to the conversation.
Environmental
Environmental barriers are things in our surroundings that have a negative effect
on a discussion. Environmental barriers do not include other people. They
include physical discomfort (such as a room that is too stuffy or an uncomfortable
chair), visual distractions, interruptions and noise (e.g., background noise or
ringing phones).
Verbal
Verbal barriers are ways of speaking that get in the way of good communication.
Typical examples include people who speak too quickly or too softly. Using slang,
jargon or acronyms can be confusing to someone who isn’t familiar with them.
Interpersonal
Interpersonal barriers are relationship issues between people that may get in the
way of good communication. These can be difficult to overcome because they
can’t be seen, heard or touched.
For each category below, what type of communication barriers do you think you
are likely to encounter as you manage a site?
Environmental
Verbal
Interpersonal
Don’t be afraid to interrupt and ask questions; this will let the other person
know you are really listening.
Paraphrase what was said. Use your own words to restate what was said.
Phrases like, “So what you’re saying is…” or “As I understand it” will help
you gain clarity and confirm that you heard the person correctly.
Open Questions
Open questions are used when you want more than a yes or no
answer. Open questions usually begin with:
• Who • How • What
• Why • When • Where
Closed Questions
Closed questions are used when you want specific information. Closed
questions often result in one-word answers like “yes” or “no.” Closed
questions do not promote discussion. They are useful to confirm or
bring closure to an issue. Closed questions usually begin with words
like:
• Is • Can • Would
• Do • Will • How many
• Are • Could
________________________________________________________
________________________________________________________
________________________________________________________
Ask participants: Can you see the different responses you will
get if you ask open-ended questions rather than closed?
Do’s Don’ts
Ask reasonable questions based on Ask questions that are too difficult for the
what the person is expected to know person to know
Ask challenging questions which Ask questions which are too easy and
provoke thought provide no opportunity for thinking
Ask focusing questions which direct the Ask irrelevant questions that distract the
person to a logical answer person from a logical answer
Ask clarifying questions to help the Ask “trick” questions that will fool or
person say what he or she means frustrate the person.
Tell participants: This may seem like a very natural thing to do,
and you may, in fact, do it every day. However, sometimes – when we are
in a Managerial position facing the daily demands of the workday – it
can be easy to forget to offer perspective to the employee you are
coaching.
Offer Perspective
To offer perspective is to let the person know that he or she is not alone
in their situation. If you can, describe a similar experience that you
have had to show the person you can relate to their situation. Sharing
this information lets the other person know that they are not alone in
feeling frustrated, angry or happy about a similar issue. By sharing your
own experience, you lend a basis of reality to the current situation.
Imagine you are coaching a person to do something for the first time. It
could be handling a complaint from an angry customer, or suggesting a
different behavior to a fellow employee. Whatever the required action is,
it makes the person anxious. By telling this person about your own
feelings when you first had to do something similar for the first time, you
are sending the message that these feelings are normal. Then you can
move on to address the concern and coach the employee to a desired
performance level.
When to Coach
When you become an effective coach, it will be a natural, everyday
behavior for you, and coaching opportunities will become obvious to
you:
• As soon as possible after positive behavior
• When previous coaching hasn’t yielded a change in behavior
• When poor performance is severe enough to require immediate
attention
• When a published or posted work rule is violated
• Immediately after a behavior problem is observed or reported
Any time you have a “situation” you want to present to a team member,
state the situation, then state how it impacts the environment, person or
customer.
When you present the situation, make sure that you don’t have an
“emotional charge” in your voice or body language. An emotional
charge is when you show impatience, frustration, anger or any other
type of negativity that your team member may perceive as threatening
or uncomfortable.
When you present the situation in a neutral way, without judgment, your
team member will be more open to what you have to say. He or she will
feel valued and respected.
Example:
“Maria, we need to keep the shelves fully stocked. When this is
not done, we are not meeting some of your customers’ needs. If
they are looking for something in particular and don’t see it on the
shelf, they may get frustrated, because now they have to make
another stop to get what they want. Plus, when the customer
sees a product on the shelf and decides to buy it on impulse, this
also increases our site sales.”
Ask the team member a coaching question to make sure he or she truly
understands the reasoning behind your suggestion or the policy or
procedure.
When you agree with the team member’s suggestion or when he or she
truly understands the ‘why’ behind the policy or procedure, you have
buy-in and the employee’s behavior will reflect this.
Many times managers ask questions that can intimidate or put people
on the defensive. The best way to avoid this trap is to use non-
intimidating mannerisms and voice tone. Remember, you’re a “guide,”
not a person who plays “gotcha!”
Examples:
“If you can’t keep the shelves “What do you understand about how
stocked, how can I trust you with important it is to keep the shelves
more responsibility?” stocked?”
“Why did you do this?” “What can you tell me about this error?”
“Did I tell you not to do it this way?” “What do you need to know to do this
differently?”
“Why did you keep talking to John “What effect do you think not paying
when a customer was standing right attention to the customer has on our
in front of you?” site?”
“Don’t you know you’re supposed to “How do you see suggestive selling as
suggestive sell every time a part of your responsibility?”
customer buys something?”
Asking “Are you aware that this is a problem?” will start the coaching
conversation. If the team member says “No,” then you must go back to
Step One (Present the Situation and It’s Impact) and Step Two (Get the
Employee’s Point of View).
Example:
“I understand why you didn’t load the receipt paper in the pump.
Do you see the impact of not keeping the pumps stocked with
receipt paper has on the customer?”
Example:
“Are we in agreement that this is part of your job responsibility
and that the customer should always be able to get a receipt?”
In this step, both you and your team member work together to
brainstorm solutions to change the situation or meet the goal.
– Always let your team member come up with suggestions first,
before you give yours.
– Even if you have a plan, the team member’s suggestions may
become part of your plan.
– Be patient as your team member thinks of ideas.
– Don’t rush him/her by giving your thoughts before he/she has
time to respond.
You will continue to use coaching questions to help your team member
come up with suggestions.
Examples:
– “What needs to happen in order for you to keep the receipt
paper stocked?”
– “How have you seen others handle upset customers?”
– “What thoughts do you have for your improvement in this
area?”
– “What resources do you need to do your job more
effectively?”
– “What can you do to make sure customers don’t have to
wait?”
– “What can I do to help you with this situation?”
Once again, you need to understand why the team member thinks his
suggestions will work, and you need to help them figure out why the
suggestions won’t work if you know for sure they won’t.
After you have asked for your team member’s suggestions and he/she
can’t think of any (or you know there is one best way of doing
something, and the team member hasn’t thought of it), what can you
do? Give the team member your ideas and ask, “How do you think this
would work?” Tell the team member the correct procedure or policy
and ‘why’ it needs to be done this way.
Ask the team member a coaching question to make sure he/she truly
understands the reasoning behind your suggestion or the policy or
procedure.
When you agree with the team member’s suggestion, or when he/she
truly understands the ‘why’ behind the policy or procedure, you have
buy-in and the employee’s behavior will reflect this.
Example:
“It’s BP’s policy that you have to wear safety protection when you
are outside on the premises. What could happen to you, or to a
customer, if this policy isn’t followed?”
An action plan helps to make sure that the actions discussed are
followed. The employee should be the one who comes up with the
initial action plan based on the suggestions you both agreed upon. Your
team member now has ownership in the solution and thereby a greater
commitment to get things done.
Examples:
– “Now that we have agreed upon the suggestions for
improvement, what do you think has to happen next?”
– “You’ve come up with a lot of ideas. How do you plan on
putting those ideas to work?”
– “How will these actions help you achieve your goal?”
To make sure that the action plan is clear and that all the steps will be
followed, use the SMART criteria.
Example:
S Wear safety equipment when working outside on site
premises
M Safety vest, gloves
A What would keep you from doing this? What do you need
from me?
R By wearing your safety equipment at all times, you will be
safe from injury and so will our customers.
T Start wearing your safety equipment immediately.
Many action plans need some sort of resources for the team member to
be successful:
– Training
– Working with a peer
– Reading policy and/or procedure information
– You
Now is not the time to abandon your team member. He/she has set a
course for improvement, and it is important that you regularly set aside
time to review progress. How often you review with the employee will
depend on the situation and the degree improvement or change needs
to take place.
Your role as a coach gives you the opportunity to give ongoing support
and positive reinforcement to your team member. As you see the
individual making changes—regardless of how big or how small—it is
very important that you recognize the improvement and tell your team
member. This type of recognition will reinforce the positive behaviors.
Your goal is to catch your team member doing things right!
As you and your team member review the results of the action plan,
you may discover a need to redefine any or all of the elements of the
plan. You may redefine the problem. You may modify one or more steps
in the action plan. You may even choose to redefine future action steps.
The important thing to realize is that your action plan is a living process
that needs to change as needed to get the results you desire. It is more
important to make small changes along the way than to discover at the
end of six months that it is too late to fix the problem.
Divide group into triads. Explain that there are three role play cases,
and that each triad should perform all three, rotating their roles.
Debrief the role plays in the large group when all triads have
completed the three role plays.
Roles
In each group there will be the following three roles:
Manager
The Manager is practicing coaching skills. The focus of the Manager is
to effectively coach the CSR and complete a Coaching Action Plan.
CSR
A CSR will be communicating with the Manager in each role play. The
purpose of this role is to provide a realistic context. The purpose is NOT
to give the Manager a hard time but to help the Manager practice
coaching skills. Read the background description of your role and
perform accordingly.
Observer
The observer will be watching the interactions of the Manager and the
CSR. Using the Coaching Feedback Form, you will make notes on
whether or not the coaching steps were followed. You will also note
what skills were demonstrated most effectively and where there are
opportunities for improvement.
Facilitator Note: Each person in the triad will play each of the
above roles once. Rotate the CSR roles for each round.
Case #1
Chris - has been around for about 6 months now but has been late to work a lot
recently. Chris is normally an enthusiastic worker and good with detailed tasks.
Chris is a student who works second shift and was late last Tuesday (15 min.),
last Thursday (15 min.) and this Tuesday (20 min.). You like Chris, but you feel it’s
time to address the issue. Other employees are starting to show up a little late.
Case #2
Pat - has been talking on the phone while waiting on customers. Pat has normally
been pretty good with customers, but the situation is becoming a problem. Last
night an employee tried to call the station but couldn’t get through. You have
observed this three times this week: once on Monday from 5:10 to 5:25 p.m., on
Tuesday from 6:00 to 6:15 p.m. and on Wed from 5:45 to 6:05 p.m. You are
concerned about the possible impact on customer service.
Case #3
Jean - works third shift and has came to you out of frustration that the cooler is
getting trashed. Boxes are found with products mixed together, the bottled water
backstock is in a different place from day to day and a stack of boxes nearly fell
on him last night. Jean seems to want to do a good job - he is hard working, but
he is starting to feel like his effort doesn’t matter because it’s the same old song—
the cooler is disorganized. The other shifts like Jean, they just do things
differently.
Personal
Improvement
Goal:
Specific
Skills/Behavior to
Improve:
Additional Comments:
Overall Observations
Did the coach use a variety of positive and
neutral reinforcers?