Coaching

Performance Management
and Coaching
1
Thoughts for Discussion
 Most employees already know what they should

do and how to do it.
 If the problem does not go away, the employee

must be stupid, lazy, or have a “bad attitude.”
Therefore, punishment is called for.
2
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.
3
Coaching – A Positive
Approach
 An active and positive People /management
approach.
 Employees should know:

 What to do
 How to do it
 Problem solving
4
Performance Management
and Coaching
 Performance appraisal
 Performance management
 Employee goal setting
 Coaching
 Rewards
 Individual development
5
Definitions of Coaching
 No single accepted definition.
 A mutual discussion leading to improved performance

and positive relationships.
6
 Coaching is a form of development in which a

person called a coach supports a learner or client in
achieving a specific personal or professional goal by
providing
 Advice and guidance.
 The learner is sometimes called a coachee

7
8
 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
9
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.

10
Supervisor’s Role in Coaching
A supervisor:
 Has authority to carry out coaching.
 Is responsible for unit’s effectiveness.
11
HR Professional’s Coaching
Role
 Coaching is an HR intervention.
12
Role
 Coaching is a useful way of developing people's skills and abilities,
and of boosting performance.
 It can also help deal with issues and challenges before they become
major problems.
 A coaching session will typically take place as a conversation between

the coach and the coachee (person being coached)
13
Role
 It focuses on helping the coachee discover answers for themselves.
 After all, people are much more likely to engage with solutions that
they have come up with themselves, rather than those that are
forced upon them!
14
Role
 In some organizations, coaching is still seen as a corrective

tool, used only when things have gone wrong.
 But in many companies, coaching is considered to be a

positive and proven approach for helping others explore
their goals and ambitions, and then achieve them.
15
Role
 Coaches in the workplace are not counselors,

psychotherapists, gurus, teachers, trainers, or consultants –
although …
they may use some of the same skills and tools.
16
Role
 Golden Rules of Coaching
 These are the fundamental "rules" of coaching:
17
Role
 Coaching is Founded on Confidentiality and Trust
 Coaching can be successful only if coachees are able to

discuss every aspect of an issue or challenge with their
coach.
 The coach may need to listen to personal problems or

private information that must be kept confidential.
18
Role
 The Solution to the Coachee's Issue Lies Within the
Coachee
 This may sound unusual, but it means that the background

of an issue and the options available are generally known to
the coachee.
 The coach's job is to ask the right questions to help

coachees arrive at their own conclusions.
 This is a very powerful way of helping people to change.

19
Role
 Good coaches believe that the individual always has

the answer to their own problems but understands
that they may need help to find the answer.
 Coaching is unlocking a person’s potential to maximise their

own performance.
 It is helping them to learn rather than teaching them.
20
Coaching to Improve Poor
Performance
 Defining poor performance
 Responding to poor performance
 Conducting a coaching analysis
 Using the coaching discussion

21
Defining Poor Performance
 Definition: “Specific, agreed upon deviations from
expected results / 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.
22
Types of Standards
 Absolute
 Relative
23
Types of Standards
 Absolute
 Same scale or standard is applied to all

subordinates.
 Relative
 Performance is evaluated relative to the
performance of others.
24
Deviant Workplace Behavior
 Production deviance
 Working slowly, leaving early
 Property deviance
 Misuse
 Political deviance
 Showing favoritism, gossiping
 Personal aggression
 Harassment, abuse, stealing, etc.
25
Coaching Analysis
 The process of analyzing the factors that

contribute to unsatisfactory performance.
 Deciding on the appropriate response to

improve performance.
26
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?

27
 Are there obstacles beyond the worker’s

control?
 Does worker know HOW to do the job?
 Does a negative consequence follow

effective performance?
28
 Can the worker do the job if he/she wants

to?
 Can the job or task be modified?
 What if the problem persists?
29
The Coaching Discussion
 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.
30
Critical Points for Both
 You need specific objectives or goals.
 Goals must be mutually understood and

agreed upon.
31
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!
32
Maintaining Effective Performance
and Encouraging Superior
Performance
 Must reward good performance.
 Use:
 Goal Setting
 Job redesign
 Job ownership
33
Manager-Coach
Responsibilities
 Provide evaluation
 Manager-coach can :
 see the big picture.
 make suggestions for improvement.
 reinforce company values.
34
Skills Needed for Effective
Coaching
 Communication skills
 Interpersonal skills
35
Communication Skills
 Writing
 Speaking
 Active listening
36
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.
37
Active Listening
 More than, “I hear you.”
 Must listen for what the other person is

trying to say.
 Specific qualities are needed.
 It is NOT easy!
38
How to Listen Actively
 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.
 Active listening takes a lot of work!
39
A few open ended Questions
 Are you feeling better today?
 Will you please do me a favor?
 Have you already completed your assigment

?
 Is that your final answer?
40
Interpersonal Skills
 Show respect for the individual.
 Focus on the present and future.

 Not on the past!
 Be objective.
 Plan ahead.
41
Interpersonal Skills
 Affirm the efforts of others.
 Be consistent
 Build trust
 Demonstrate commitment to and respect for

others
 Integrity, Integrity, Integrity !!!
42
Effectiveness of Coaching
 Hard to measure objectively.
 Some coaches ARE better than others.
 Others need to keep working to improve

their coaching skills
 Good coaching skills can be learned.
43
Performance Appraisal
Interview - 1
 Major source of employee feedback.
 Gives employee a chance for 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”
44
Performance Appraisal
Interview –2
 Time to mutually set next period’s

goals and objectives.
 Provides mutually understood basis for

improvement.
45
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.
46
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.
47
Coaching in a Nutshell
 Coaches are supportive and helpful.
 Supervisor needs to know the

worker’s job.
 Coaches need support and training.
48
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
49
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? 50
51
It provides positive support, feedback and advice on an individual or group
basis to improve personal effectiveness in the business setting.
Business coaching is also called executive coaching, corporate coaching or

leadership coaching.
Coaches help their clients advance towards specific professional goals.
52
These include …………
career transition,
interpersonal and professional communication
performance management
organizational effectiveness
managing career and personal changes
dealing effectively with conflict and building an effective team within an

organization.
53
Health Coaching
54
55
56
Life Coaching
 Life coaching is the process of helping

people identify and achieve….
 Personal goals
57

Coaching

Загружено:

Сведения о документе

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Coaching

Загружено:

Авторское право:

Доступные форматы

Performance Management

 Most employees already know what they should

 If the problem does not go away, the employee

 Alternative: conflict avoidance – and

 Sometimes the only time the supervisor talks

 Employees should know:

 No single accepted definition.

 A mutual discussion leading to improved performance

 Coaching is a form of development in which a

 Advice and guidance.

 The learner is sometimes called a coachee

 Accept responsibility for their actions

 Achieve and sustain superior performance

 Work as partners in achieving organizational goals and

 Should be motivated to see the work group

 Can use all information on hand.

 Has opportunity to coach and counsel.

 Has authority to carry out coaching.

 Is responsible for unit’s effectiveness.

 A coaching session will typically take place as a conversation between

 It focuses on helping the coachee discover answers for themselves.

 In some organizations, coaching is still seen as a corrective

 But in many companies, coaching is considered to be a

 Coaches in the workplace are not counselors,

they may use some of the same skills and tools.

 Golden Rules of Coaching

 These are the fundamental "rules" of coaching:

 Coaching can be successful only if coachees are able to

 The coach may need to listen to personal problems or

 This may sound unusual, but it means that the background

 The coach's job is to ask the right questions to help

 This is a very powerful way of helping people to change.

 Good coaches believe that the individual always has

 Coaching is unlocking a person’s potential to maximise their

 It is helping them to learn rather than teaching them.

 Responding to poor performance

 Conducting a coaching analysis

 Using the coaching discussion

 Performance must be evaluated against some

 Standards and expected levels of performance

 Same scale or standard is applied to all

 The process of analyzing the factors that

 Deciding on the appropriate response to

 Decide if it’s worth YOUR time and effort.

 Find out if the worker knows that their work

 Does the worker know what is to be done?

 Are there obstacles beyond the worker’s

 Does worker know HOW to do the job?

 Does a negative consequence follow

 Can the worker do the job if he/she wants

 Can the job or task be modified?

 What if the problem persists?

 Get agreement with worker that a problem

 You need specific objectives or goals.

 Goals must be mutually understood and

 Terminate for sub-standard performance.

 Have adequate documentation of coaching

 Must reward good performance.

 Specific and descriptive.

 Must listen for what the other person is

 Specific qualities are needed.

 Can’t be answered with simple yes or no.

 Use closed questions to get a yes or no

 Will you please do me a favor?