This action might not be possible to undo. Are you sure you want to continue?
An Application Handbook for Leaders on the Front Line
Stella Louise Cowan
HRD Press, Inc. • Amherst • Massachusetts
List of Tools.................................................................................. ....... vii Introduction ............................................................... ........................ Why Coach? .................................................................................. Situations That Call for Coaching ...................... Investment of The Return on Coaching.............. Why Leaders Sometimes Stay Away from Coaching ............................... Assessing Your Current Coaching Level/Capacity ................................. Self-Evaluation Instructions ............................... So what’s your score?........................................... When should you coach?...................................... Coaching: A Multistep Process ........................... Coaching Key #1: Stay Observant ................................................. Performance Coaching ........................................ Career-Development Coaching ........................... 1 3 4 4 6 7 8 12 13 14 1 5 15 23
................. 40 Two Sides of Human Interactions................... 63 Improvement Expectations . 27 Create a systematic tracking process ......................... 67 ......... skills............................. 28 Use organizational reports in coaching/development .......... 49 Providing Feedback ......................................... 36 Coaching Key #3: Call a One-on-One Meeting ........... 51 Use feedback to encourage good performance............................................................................................................SEVEN KEYS FOR COACHING POWER Coaching Key #2: Use Effective Tools and Methods......................................... 55 Coaching Key #5: Explain Improvement Expectations ................ 64 Documenting and Preparing Thoroughly ............. 29 Track application of training information....... 33 Use effective methods to support and track career development ............... and behaviors ...... 50 Providing Feedback: Practice........... 41 Coaching Key #4: Call Attention to Performance Behaviors .................. 54 Use positive reinforcement............ 39 Preparation and Pre-Planning: Essential Elements...... 39 Preparing for the One-on-One Coaching Meeting .........................................
.......SEVEN KEYS FOR COACHING POWER Documenting the Outcome of a Coaching Session .......... 68 iv ............... 67 Informal Consequences .....................................................
...... Plan to Stay Connected ...................................................................... Implementation Planning .. Stay Connected..CONTEN TS Coaching Key #6: Coaching Key #7: Support Commitment to Development Actions .............................................. Additional Ideas/Tips . 6 9 69 70 7 5 76 83 v ..................................................................... Six Essential Actions ........................................
...... 24 Career-Development Checklist ................... for Success Self-Evaluation Tool Coaching 9 .................... The Seven Keys for Coaching Power 13 ...................................... 31 Worksheet: Training Application Coaching ........................... 20 Performance Coaching Worksheet......... Common Reasons for Avoiding Coaching 6 .... ................ 29 Sample Performance Incident-Tracking Tool ......... Work Situations That Might Require 14 Coaching.................................................................... 34 Development-Support Ideas for Employees ....... 25 Coaching Key #2: Use Effective Tools and Methods Employee Performance Monitoring Form ...............Why Coach? Reasons for Coaching 5 ......... Coaching Key #1: Stay Observant Checklist for Performance .......................... 17 Worksheet: Is this a performance coaching opportunity? ........................... 18 Performance Coaching Opportunities ......................... 22 Career-Development Coaching ... 30 Sample Performance-Tracking Grid ...................
38 vii .
....................... 40 Coaching Discussion Planner............... Actions Coaching Key Stay Connected #7: Tips for Staying Connected 76 ........................ Self-Evaluation 62 .......................................... 53 Role Practice .................... Coaching Key Explain Improvement Expectations #5: Performance Improvement Plan Worksheet 65 ........................ ............. Determining Your Roadmap to Success 83 . Role Practice: Evaluation 60 59 ......................................... Coaching One-on-One Meeting Planner 79 ............. Coaching Key Support Commitment to #6: Performance Support: Action 72 Development Planner............................................................. Self-Evaluation 82 ............ 56 Coaching One-on-One Meeting Planner ...................................................... 45 Coaching Action Plan ........................................................................................ 44 Meeting Debrief ................................... Role Practice: Evaluation 80 ........................ Role Practice 77 . 50 Suggested Feedback . 52 Performance Feedback Worksheet: TIPE Model ............................................ 47 Coaching Key #4: Call Attention to Performance Behaviors Four Elements for Performance Feedback .................................................................................................................................... Development Planning Form 84 .SEVEN KEYS FOR COACHING POWER Coaching Key #3: Call a One-on-One Meeting Coaching Meeting Pre-Planning Resolutions............... 58 Performance Feedback Worksheet: TIPE Model ..................
SEVEN KEYS FOR COACHING POWER viii .
Welcome to Seven Keys for Coaching Power, a quick-focus book about the power of coaching. Coaching is a valuable leadership tool that can help your staff members improve their work performance. So, let’s move on to the purpose of this book: to help you become a “Hall of Fame” coaching success. Success is the key word here; it spells out the steps in the coaching model introduced in the book and it is what you will become if you make effective use of these tools and techniques: • Address staff performance improvement needs. • Help employees apply new learning back on the job. • Help employees implement their career plans.
To get us started, let’s explore why leaders need to be good coaches. The information in this section will give you a clear idea of what coaching is and what skills it requires. It will also help you identify how effective you are as a coach. You will complete several inventories to assess your coaching level or capacity. Let’s start with square one: definitions. A leader is called upon to provide performance coaching, but also to provide trainingapplication coaching and sometimes career coaching. Let’s look at three key definitions: • Performance Coaching: Helping employees improve performance by bringing attention to performance gaps, providing constructive feedback, tracking actions to close the gap, and reinforcing positive performance. • Training-Application Coaching: Helping employees apply information learned in training through positive reinforcement, modeling, demonstration, or guided instruction. • Career Coaching: Working with employees to refine and implement their career plans by actively supporting their participation in appropriate development activities, and by willingly sharing time, advice, knowledge, and experience.
SEVEN KEYS FOR COACHING POWER
Situations That Coaching . . .
• Insufficient knowledge or understanding about job responsi- bilities or performance expectations • Uncertainty about how to apply information learned in training • Inadequate or no tools to perform job responsibilities • Insufficient information regarding job responsibilities • Need for guidance or support to implement career plan • Need for immediate counseling on performance gaps
The Return on Investment of Coaching
Let’s be honest. The majority of us need to know how we will benefit personally before we modify our behavior. The same is true for making the decision to ratchet up your coaching to full throttle. Why should you improve your coaching skills? Read the statements on the next page and think about whether or not you consider them to be true.
Creates sharing of leadership responsibilities 6.WHY COACH? Reasons for Coaching Coaching . since employees feel good about taking risks 10. Improves team cohesion as a result of increased clarity around goals and roles (department and individual) 11. Makes a leader’s job easier when employees build their skill levels. . 2. Provides positive recognition and feedback. Increases the innovation and creativity of your department. Increases the probability that tasks will be completed in a quality way 8. Improves productivity when employees know what the department’s goals are and how to accomplish them 5. 1. which increases staff motivation and initiative 7. 5 . Increases a department’s overall skills and knowledge base when staff members participate in targeted career-development activities Coaching can do all of these things. Enhances a manager’s or leader’s reputation as a developer of their staff 4. Facilitates increased delegation so that a manager has more time to truly manage 3. Prevents surprise and defensiveness during performance reviews 9. .
12. 5. Check those that you feel most accurately apply to you. 3. Everyone on my staff is motivated. Everyone on my staff should be able to figure out how to do things on their own. Fifteen of the most common are listed on the next page. No one on my staff ever asks for help. . 13. 8. I don’t want to frighten or overwhelm a new employee. my staff should know what to do. I doubt that my staff will be open to coaching. 11. Coaching does not feel comfortable. 4. 7. I’m not interested in whether my staff is developed or not. I don’t want to make anyone on my staff defensive. I don’t have a role model. Common Reasons for Avoiding Coaching ✔ I stay away from coaching because . Use the additional space provided to list additional reasons why you avoid coaching. 6. 1. 14. 9. 2. Everyone’s performance is pretty close to acceptable. the experience of doing the job well is development enough. I fear failure. I don’t have time. My staff does not need career development. There are many reasons why leaders stay away from coaching. My staff is too large. The work quality I expect is obvious. you are not alone. 10. and no one needs feedback. 6 . 15. No one coached me. .SEVEN KEYS FOR COACHING POWER Why Leaders Sometimes Stay Away from Coaching Are you inclined to avoid coaching? Well.
The self-evaluation on pages 9–11 takes this process a step further. and 4 = To a Very Great Extent. You have to know where you are before you can plot a path for improvement and move forward. and that’s what you have been doing as you engaged in the last several activities. 1 = To a Little Extent. 2 = To a Moderate Extent. and don’t worry about getting a high or perfect score. Be honest with yourself. Read each statement on the self-evaluation and rate yourself on the following scale: 0 = To No Extent. It helps you identify your current ability to coach. 3 = To a Great Extent. Remember: The purpose of this book is to help you understand your coaching style and to learn strategies and behaviors that contribute to good coaching. 7 .WHY COACH? Assessing Your Level/Capacity Current Coaching Greater self-awareness is a key to any development process.
SEVEN KEYS FOR COACHING POWER Self-Evaluation Instructions 8 .
I am careful not to share information given in trust. 8. However. I support employees’ efforts to take risks by reviewing their mistakes with them in the spirit of “lessons learned. 9. and they’re starting to affect the work group. I give meetings with employees my complete attention. I might feel the same way in your situation. 2. I do things to build employees’ self-esteem. while I understand your frustration over the pressure to learn several new procedures. 3. and avoid responding to distractions. I am good at reassuring employees who are insecure about performing a task. 4. I can’t ignore your decline in performance.” and encouraging them to take on new/different tasks. I balance empathy and directness in responding to employees’ feelings about performance problems. 5. I balance empathy and directness in responding to employees’ feelings about a work-relationship problem (“Eve. your feelings are showing.”) 6. I support employees’ efforts to figure out a solution to a difficult assignment by explaining a process I might use and removing roadblocks that are out of their control.”) 7.WHY COACH? Coaching for Success Self-Evaluation Tool 0 = To No Extent 1 = To a Little Extent 3 = To a Great Extent 0 2 = To a Moderate Extent 4 = To a Very Great Extent 1. 1 2 3 4 Points (continued) 9 . I help employees figure out a solution for handling competing priorities by explaining the process I use and by reviewing the impact of each priority on the department’s initiatives. I can see you’re upset by what you see as Bob’s resistance to your ideas. (“Andy.
I provide employees with targeted and specific performance feedback. 19. missed deadlines. 16. I take into account employees’ abilities and skills when assigning projects. 18.). I give employees balanced performance feedback (what the employee needs to improve and what the employee did well). hesitation. 14. 17. constraints. 11. I make sure that employees clearly understand what’s expected of them when I give them an assignment or project (the purpose of the assignment. I provide employees with information about their performance on a consistent basis. etc. the deadline. procrastination. I support employees’ efforts to apply to their job the information learned in training.g. I pay attention to employees’ behaviors that suggest that they are questioning their ability to handle a particular assignment (e. passive/submissive body 15. 1 2 3 4 Points (continued) 10 . and the anticipated outcomes or deliverables. 12. 13.. I provide employees with prompt performance feedback. I provide employees with key information and tools they can use to achieve the outcomes or deliverables of an assignment.SEVEN KEYS FOR COACHING POWER Coaching for Success Self-Evaluation Tool (continued) 0 = To No Extent 1 = To a Little Extent 3 = To a Great Extent 0 2 = To a Moderate Extent 4 = To a Very Great Extent 10. I help employees feel secure about their ability to solve problems by providing positive reinforcement and demonstrating how things might be done.
25. 24.WHY COACH? Coaching for Success Self-Evaluation Tool (concluded) 0 = To No Extent 1 = To a Little Extent 3 = To a Great Extent 0 2 = To a Moderate Extent 4 = To a Very Great Extent 20. 22. I use the organizational tools available to me to track or monitor employees’ performance. I work with employees to develop and implement a plan for improving performance. I actively support employees’ efforts to reach “stretch” goals by meeting with them periodically to review progress and providing resources to support success. increase quality numbers. 23. I encourage and challenge employees to set “stretch” goals (to learn a new task. cross-train for a different job. take on a new project. I continue to check in regularly or semiregularly with employees whom I have counseled regarding performance.). I make sure employees understand any consequences related to continued poor performance. Total Points 1 2 3 4 Points 11 . etc. 21.
You practically throw a pass every time you identify a coaching need or engage in coaching. You’re quick on your feet when faced with performance behaviors or attitudes that signal a coaching need. 12 . You know how to draw on and use organiza. Hall of Fame (Score 96–100) You’re a role model for other leader coaches. you’ll be ready for the pros.tional resources in addressing coaching issues. With practice. You’re probably aware of coaching needs among your staff.ance after initial feedback sessions. and intervening as appropriate. Ready for the Pros (Score 76–85) You have potential to be a coaching All Star. You have the talent to recognize coaching needs and apply the right strategy. All Star (Score 86–95) You’re hitting your stride and are approaching Hall of Fame status. You’re possibly aware of performance gaps within your staff but haven’t looked at those gaps as coaching opportunities. Rookie (Score 0–75) You have potential.SEVEN KEYS FOR COACHING POWER So what’s your score? See where your skill level falls on the four-quadrant grid below. You’re skilled at tracking perform. and to some degree trans.late those needs into coaching opportunities.
To master these two things. and demonstration/ modeling .WHY COACH? When coach? should you Knowing when and how to coach is a key skill that is essential if you are to become a good coach. you need to know and apply the seven keys for coaching power. Key #3: Conduct a one-on-one meeting promptly to: • Address poor performance • Support on-the-job application of concepts learned in training • Support refining and implementing an employee’s career plan Key #4: Call attention to: • Poor performance behaviors or actions through targeted. Key #7: Stay connected by following up on progress and providing additional feedback. Key #5 Explain any discipline steps or consequences that might result if the performance or behavior is not improved or changed to satisfaction. incident-based feedback • Problems with on-the-job application of training. guided instruction. Key #2: Use effective tools and methods to track performance. Key #6: Help employees take development action or implement formal performance improvement plans. 13 . Use esteem-building. The Seven Keys for Coaching Power Key #1: Stay observant of your staff so that you can identify coaching needs as soon as possible.
good coaching is a multistep process.SEVEN KEYS FOR COACHING POWER Coaching: Process A Multistep As you can see. It is also practical and straightforward. or vision Cross-training an employee for other jobs in the department Helping an employee prepare to implement his/her career plan Helping an employee assess his/her assignment load and set priorities Communicating to an employee that his/her performance is poor or marginal Conducting a formal or informal performance review Helping an employee adjust to a new job role/experience Giving an employee correction related to a simple performance situation Giving feedback or input to an employee who wants to become a top performer 14 . worksheets. and job aids included in each section to help you apply the seven keys for coaching power. Work Situations That Might Require Coaching Directions: Check any of these situations that you have been personally involved in. tools. Use the checklist below to determine coaching situations you’ve been in. Use the tips. initiatives. Each of the steps in the process will be discussed in detail in the next several chapters of this book. Training and orientation of a new employee Instructing an employee in a new job skill Explaining the department’s work requirements or standards Giving on-the-job support after a training session Explaining a change in a job process/procedure Helping an employee prepare for more complex/challenging assignments Explaining a change in the department’s goals.
However. wonderful! Your role as a leader has just been simplified. observing and responding to signals that indicate performance difficulties as you see them. even though you make it clear that you have an opendoor policy? You may have to take the initiative.Performance Coaching If an employee approaches you with a specific problem. what about those employees who never approach you. Signals that indicate performance difficulties: • • • • • • • • • • • Not meeting work standards Missed deadlines Poor organization Looking to others for direction Frequent absences Frequent tardiness Missed appointments Little or limited progress on assignments Customer complaints Absence from the work station for long periods of time Avoiding difficult projects or assignments 15 .
Attitudinal signals that indicate performance difficulties: • Voice tone (weak. low enthusiasm. use the checklist on the next page to pinpoint environment factors related to the coaching need. confusion) • Engagement (lack of engagement. 16 . Use the questions to evaluate actions you’ve taken in response to an ongoing coaching opportunity. With that in mind. slow) • Body language (closed) • Facial expression (uncertainty. Thinking through the situation and using the checklist to diagnose the need will help you select the right coaching tactics. low energy. limited involvement with others) Thinking through a potential coaching situation is essential if you want to be a highly effective coach. low) • Speech pattern (hesitation.
) 4. directories. Does the employee have the information needed to do the task? (reports. Does the employee know what is expected of him/her? (specific performance quality and productivity standards) 2.) 5. etc. Are there roadblocks to effective performance that are out of the employee’s sphere of control that affect performance? (i. Does the employee know the consequences of continued ineffective performance? 6. Does the employee know how to use information or skills learned in training on the job? 14.) 17 .) 3. Have I given the employee positive reinforcement for performance improvement? 12. etc.) 11. etc. knowing good telephone etiquette.e.COACHING KEY #1: STAY OBSERVANT Checklist for Performance Yes No 1. etc. etc. telephone numbers. special software. note-paper. Does the employee have the tools needed to perform the job? (computer headset. implementation of a new process. Has the employee received quality feedback on his/her ineffective performance? 7.) 10. Has the employee received proper training in how to perform the task effectively? 8.. debilitating illness. Are the standards for the task realistic and attainable? (total talk time per call. Are there positive consequences for good performance? (verbal or written recognition. etc. pay increase. Have I worked with the employee to develop a plan for performance improvement? 13. Does the employee know how to use tools on the job that were provided in training? 15. scheduling flexibility. etc. Are the expected deliverables for the project realistic and obtainable? (completed report. Does the employee have the knowledge needed to do the task? (understanding how to use a telephone console.) 9. number of calls completed per hour. monetary reward. an uncooperative person in another department who must provide key information. policies.
actions. You want to make 2. she seems a little frustrated sometimes. you noticed that she isn’t consistently meeting her deadlines. and you’ve given him the responsibility as the lead person for handling complex cases. She is eager to do a good job. Dan has been on your staff for two years. Also. 1. or situation that drew you to your conclusion. actions. She has several years of experience in telephone customer service. She is also working parttime on her degree in communications. He’s back from training. 3. and is excited about working with her new team. He recently attended training on the new procedures for documenting complex cases. Although she accepts whatever task/project you give her. and usually does a good job. Identify the behaviors. Margo has just joined your staff. and Behaviors. You have been experimenting with giving her increasing responsibility. or situation Yes No (continued) 18 . She is dependable.SEVEN KEYS FOR COACHING POWER Worksheet: Is this a performance coaching opportunity? Directions: Read the following five scenarios and determine whether or not there is a need for coaching. Sally has been on your staff for eighteen months.
But you have received a few customer complaints about her follow-through on situations that couldn’t be resolved during the customer’s initial telephone call. In fact. but sometimes that doesn’t happen or doesn’t After you have jotted down some of your observations. his answers are not always right. his performance has been below standards for a while. Bridgett is expected to investigate the situation and call the customer back.COACHING KEY #1: STAY OBSERVANT Worksheet: Is this a performance coaching opportunity? (concluded) Behaviors. her work has been fine. She is still in the six-month probationary period. She always promises to get back to the customer. He views himself as the resident expert because of his longevity. actions. However. Harvey has been on your team for five years. She attended the required training for the job. 19 . Bridgett is relatively new to your staff. and for the most part. In fact. or situation Yes No 4. consider discussing the same scenarios with a friend or colleague to get his or her perspective on these real-world dilemmas. he encourages them to seek him out when they can’t handle a customer situation. Then compare your observations and recommendations with those provided on pages 20 and 21. He loves to answer questions from the new members of the team. He isn’t meeting his 5.
Dan Dan has just returned from training. Then go over each scenario to see if there are similar situational opportunities in your work environment. log on for the computer system. what’s specifically expected of her in terms of deadlines and quality). You have been giving Sally an increased level of responsibility.g.g. and talk to her about the job expectations (i. Sally Sally is relatively new (eighteen months on the job). Ask her what you can do to help her meet her deadlines.e. but she has been missing deadlines and appears frustrated. Send her to any required training. low confidence). telephone directory) and knows how to use them. etc. schedule for staff meetings). build his self. and her work quality has been falling. on-the-job instructing.. Make sure you explain the requirements of every assignment you give Sally (i. and you’ve given him a new responsibility. Find out what the roadblocks are that prevent her from meeting her deadlines (e. Also. If he needs a review on how to do a particular activity. Set up a schedule for Sally to check in with you and hold informal chats twice a week. share information about your leadership style (e.esteem with positive reinforcement... lack of knowledge. your approach to team work). Spend a few minutes with him to find out how comfortable he is in his new role. for different reasons. demonstrate it for him.). performance quality and production standards. You will need to make sure she is set up to succeed.. Give Dan support in applying what he has learned to his job. work environment “rules” such as signing out for lunch.e.SEVEN KEYS FOR COACHING POWER Which of the five scenarios appearing on pages 18 and 19 present opportunities to do some performance coaching? All of them. Compare your observations and diagnoses with those below. (continued) 20 . To the extent that Dan needs it. poor organizational skills. Make sure she has the tools and resources she needs (e. Ask him what help or resources he needs and determine how you can provide what he needs. Monitor Sally’s progress more closely. Work with her on removing those roadblocks (classroom training.g. Consider whether or not Sally is the best person for the assignments. Performance Coaching Opportunities Margo Margo is a new employee..
lost production. Work with Bridgett on some specific improvement actions she can implement. He encourages new team members to come to him with customer situations they can’t solve. Find out why Bridgett’s follow-through is poor.COACHING KEY #1: STAY OBSERVANT Performance Coaching Opportunities (concluded) Harve y Harvey views himself as the department expert. Encourage her Bridget t 21 . Is it a weakness in her skill base? Does she lack some particular knowledge? Does she have the tools and resources needed for the task and understand how to use them? Talk with her and talk with the customers who are complaining. She has been to training. Give Bridgett targeted feedback on the things that have gone wrong. re-work. Partner Bridgett with a more-experienced. etc. and meet with her periodically to track her progress. Let Harvey know that while you appreciate his good intentions (to help). Her followthrough is poor. Compliment her on those things that she has done well. the result has been additional work and customer complaints. high-performing employee she can learn from. and the consequences of the mistakes. but you’ve received customer complaints about her work. He’s also missing deadlines and not meeting quality standards. but he is giving them incorrect information in many instances. Go over Harvey’s production and quality report with him and point out specific errors. Have Bridgett’s partner share how she/he manages deadlines and how she/he keeps the quality high. Be sure you point out any positive things on the report. Discuss the impact of those errors.” Collect data on the number of incorrect answers Harvey has given out and the consequences (customer complaints.). and commend him on the positive impact of those Bridgett is new to the job (in her six-month probationary period). missed opportunities. You need to address Harvey’s self-appointed role of “expert.
g.SEVEN KEYS FOR COACHING POWER Performance Coaching Worksheet Directions: Use this worksheet when you are thinking through a potential performance coaching opportunity. unengaged. or situations that indicate a coaching need • Has there been a change in work quality? How long? • Have you received negative input from customers? When? What did it entail? • What have you observed relative to behavior (e.. actions. hesitant speech pattern. expressions of confusion)? 22 . Summarize the performance problem. low energy. • What have you observed? Specific behaviors.
You have shown an interest in their career development. This is essential if you are to get consistent. They also gain more self. they are often able to act as peer coaches or trainers. As employees enjoy the momentum of learning new things and improving their skill levels.quality performance from your staff. high. • Increased loyalty. Everybody wins. . They become more loyal to you and the company. When employees expand their knowledge and apply what they learn on the job successfully. they build confidence. your department’s overall knowledge and skill base will also increase. As your staff’s leadercoach. When you work with employees to target specific development areas and activities. as they are able to handle detailed or more-complex work successfully. • Opportunities for creating new knowledge/expertise pockets in your department. employees see that you trust and value them.and peer-esteem. When employees learn new skills and improve old skills. • Increased self-confidence among staff. which also builds morale. • Shared training and coaching responsibilities.COACHING KEY #1: STAY OBSERVANT Career-Development Coaching You must be able to recognize and identify employees’ work performance gaps. part of your job is to support them in reaching that highquality level. When you set aside time for careerrelated development. you strategically create “job-knowledge experts” in your department. As employees engage in development (gaining new skills). Other advantages: • Increased morale. Career development is another key to your staff’s success in reaching that high-quality level. their morale increases.
COACHING KEY #1: STAY OBSERVANT 23 .
The individual has recently earned a college degree or certification. collecting.SEVEN KEYS FOR COACHING POWER Career-Development Coaching When should you step in and offer an employee help in career development? Here are ten signs: 1. 8. The individual shows an interest in moving up in the department or division. and analyzing data) that is a key area in the department or division. compiling. 7. 2. 3. but does not take the next step or appears uncertain about how to put what was learned into action. The individual asks about internal programs or courses for professional development. The individual expresses a desire to take on morecomplex or unique tasks. 24 .g.. 4. The individual asks about opportunities to assume a different role within the department. 9. The individual seeks time from you to review his/her “business case” for engaging in career-development activities. 6. 5. 10.shop. The individual expresses an interest in obtaining financial help to return to college. The individual has attended the career-development work. but is not using the tuition reimbursement program. The individual expresses uncertainty about what the most appropriate activity is for a specific development area. The individual shows remarkable potential in a particular skill area (e.
• Requesting that the employee submit a development options implementation calendar. Action Steps in Career Development … The employee has attended the career-development workshop. • Making sure that the agreement takes into account the questions listed in the previous bullet.COACHING KEY #1: STAY OBSERVANT Use this checklist when you are helping an employee develop them. • Having a two-way discussion with the employee on the pros and cons of the development options listed in his/her plan. … I have contacted the employee or the employee has contacted me to set up a meeting to discuss his/her development plan. regarding skill and knowledge sets? • What are other people in the department doing for development to advance themselves? … I have helped the employee refine his/her plan by doing the following: • Listening attentively to the employee’s point-of-view. … I have reviewed the employee’s plan within the context of the following questions: • Where does the employee need the most development? • What programs or courses are available internally for development? • How much is in the budget for training and development? • What are the department’s needs now and in the future. Notes … I have met with the employee to discuss his/her business case for the specific development activities on the plan.selves professionally. Career-Development Checklist Directions: Check off the steps as you and the employee complete them. • Reaching an agreement with the employee on which development options to pursue. … I have met with the employee to review the implementation 25 .
The results provide support for your observations. Here are some examples of tools and methods: • Computerized performance reports on production flow • Department performance standards • Customer surveys (telephone. Targeted feedback tells the employee exactly what he/she did. focus groups. The more targeted the feedback. The bottom line is you want to address the specific reason(s) for the coaching situation. written) • Work quality review • Project plans • Work summary reports (completed by employee) • Quality analyst (person responsible full-time for monitoring the quality of employees’ work and providing feedback) • Critical incident reports • Production tracking/tally worksheet (completed daily or weekly by employees) • Performance review information • Training program post-test 27 . Also.Use effective tools and methods to track employees’ performance. the better. they give you specific information for targeted feedback to the employee.
g. It needs to be a consistent. However. try to be creative in instituting additional tracking tools that complement the organizational methods..SEVEN KEYS FOR COACHING POWER Create a process. consistent. purposeful process. fair. systematic tracking Use a systematic process to track performance. and the results of the actions? • What methods can I create to track performance? Make telephone calls to customers? Fill out critical-incident reports? “Manage by walking around”? • How will I introduce these methods to my staff and gain their buy-in? 28 . Ask yourself these questions to help you improve your tracking and monitoring efforts: • What organizational tools or methods are used to track performance? Do I make maximum use of them for coaching and development purposes? • Is my staff aware of and familiar with the organizational methods used to track their performance? How can I familiarize or educate them about these methods? • How can I make better use of the information from these methods for performance-development purposes (e. and reliable process that works with existing organizational methods used for this purpose. target areas for “stretch” goals)? • How do I record performance observations? Do I use a systematic. such as a grid showing the performance situation. the person’s actions. organized.
COACHING KEY #2: USE EFFECTIVE TOOLS AND METHODS Use organizational reports in coaching/development. Use a form like the one below to monitor performance patterns. Employee Performance Monitoring Form Organization al Metho Type of Report Ways I can use the information for coaching or development 29 . It can help you organize specific data about your staff’s performance that you can then translate into coaching opportunities.
SEVEN KEYS FOR COACHING POWER Use a chart like the one below to track specific examples of poor performance so that you have behavioral-based information. This allows you to give targeted feedback for improvement and development planning. Sample Performance Incident-Tracking Tool Performanc e Inciden t • What was the job task or customer situation? • What happened? • What did the employee do and/or say Outcome from Inciden t • What happened as a result of the way the employee handled the situation? • Did the customer express or show dissatisfaction? • Was the customer given wrong or incorrect information? How Incident Should Have Been Handled • What should the employee have done or said? • Why would this have been better or more effective? • What would the outcome have been if the employee had done this? 30 .
Sample Performance-Tracking Grid Employee’ s name Client need or request Time spent on call Were the correct or right question s asked? Was client’s need interprete d accurately Was the informatio n given accurately ? Were appropriat e followup actions taken? (continued) 31 .COACHING KEY #2: USE EFFECTIVE TOOLS AND METHODS Use a chart like the one below to track employee performance.
SEVEN KEYS FOR COACHING POWER Sample Performance-Tracking Grid (concluded) Employee’s Name: Tota l case s January Average time spent on each case Averag e score on quality reviews Average complete d cases per week Comments from customers (surveys. etc.) February March April May June July 32 .
Essential Elements Implementation Plan of an The point of tracking is to help your employees apply what they learned.COACHING KEY #2: USE EFFECTIVE TOOLS AND METHODS Track application of training information. behaviors. . and behaviors)? • What is the time frame in which the individual should be able to perform the task at 100 percent? • How will you measure the individual’s progress? • How will you track the individual’s progress? • How will you help the individual progress? • How will you build the individual’s confidence that he or she can succeed? The sample plan on the next page outlines the kind of information you need. and you can do that with a simple “learningtransfer” tracking or implementation plan. skills. It is important that you help employees apply what they’ve learned. so you will need to know these things: • What did the individual learn (specific information. skills. • Tracking increases the probability of successful learning transfer and speeds up the time frame. but you also need to track the transfer of training information or skills to the job. You need to know how successful each employee has been in taking what he or she learned during training and using it effectively on the job. Use the worksheet as-is or create your own to track employee progress. and You must track performance under regular circumstances. • Tracking can ease an employee’s anxiety about successfully using what he/she has learned in class. This will help in three essential ways: • Tracking helps you identify coaching needs promptly.
. Worksheet: Training Application Coaching What did the employee learn? • Information/knowledge (e..SEVEN KEYS FOR COACHING POWER Take a proactive approach. new procedures for documentation) • Skills (e. work (continued) 34 . etc. The most important part of training is applying the new concepts back on the job. toward helping employees apply what they have learned when they return from training by devising a tracking system..g.) • Is the employee aware of these expectations? • Would a graduated performance scale be appropriate? (If so. steps for creating an automated data file for customer marketing profiles) • Behaviors (e. telephone etiquette. new disposition codes for calls. such as saying “thank you” whenever the customer What is the time frame for performing the task at 100 percent? • What does 100 percent performance look like? (customer ratings.g. quality and production standards.g. using the tool below.
designated period for observing/ shadowing experienced employee. the average time it has taken employees in the past to get up to speed. etc. etc. buddy system. 35 .) How will you track progress? • What process or techniques will you use? (scheduled review of work. individual recognition based on customer feedback or your observations. weekly “quick-focus” meetings.) How will you build the employee’s confidence? • Possible ways include department celebration at small or big milestones (such as reduced inventory after applying a new procedure). the current work volume.) How will you help the individual? • What processes will you implement? (peer mentoring. biweekly e-mails or voice mails from the employee on his/her progress. customer satisfaction. periodic feedback. informal observation. etc. etc.COACHING KEY #2: USE EFFECTIVE TOOLS AND METHODS Worksheet: Training Application Coaching (concluded) How will you measure progress? • What are the metrics and/or milestones for measuring application progress? • Will you use a graduated scale of performance? • What will it be based on? (the difficulty of the task.
Think strategically and look for mutual advantage.development strategy that takes into account the entire depart. Think like the football coach who creates a game plan for the Sunday match: He considers the overall goal to win within the context of factors such as player strengths and weaknesses. products/ service produced. work distribution. The result can be a boost to your department’s performance. • Think about ways to serve your customers better. and for increasing your department’s knowledge or skill capacity. etc. the other team’s assets. Identify the advantages for you. • Think about the skills employees will need in the future to do the job in your department—not just the current skills they need.) and create a career. career Career planning can be a powerful tool for developing and rewarding your staff.ment’s needs. Use the suggestions on this page and the next page to help you develop your plan for supporting and tracking career-planning needs. The worksheet on page 38 is also a helpful source of information and ideas. To achieve this. What kinds of development activities will help you do that? Try to strike a balance between what members of your staff want to do for development and the activities that will improve the department’s ability to serve customers.SEVEN KEYS FOR COACHING POWER Use effective methods to support and track development. you need to think strategically. and opportunities for players to gain experience or build skill that might pay off in the future. • Think about your department’s big picture (vision. your department. . and your staff.
giving advice. recommending resources.g. listening.g. • Think about ways to create a “development time-niche” in your schedule for focusing on your staff’s development needs and options (e.. present at a staff meeting. • Think about training and development accomplishments that will keep your department competitive. act as a peer coach. Career coaching also means sharing your thoughts. 37 . two hours every other Tuesday).COACHING KEY #2: USE EFFECTIVE TOOLS AND METHODS • Think beyond training.). etc. • Think about ways to work with your staff on application plans for using what they learn (e. and putting employees in contact with experts.. take a real work group to training and use their experiences as a case example.
3. Identify the education. college instructors. Develop an external contact list/network. 5.SEVEN KEYS FOR COACHING POWER Share some of these ideas with your staff: Development-Support Ideas for Employees 1. Contact HR for job descriptions of positions that might interest you. and ask them of college representatives. Contact local colleges by telephone for information on their programs. Articulate your career expectations (to yourself and to others). Attend college day. Start a list of tips that you find will make your job easier and still meet customers’ expectations. present at a staff meeting. Prepare questions ahead of time that you’d like to have answered. Think about former coworkers. Collect information. Identify ways to use information from the materials for your development. Share the list with the department. Request catalogues from local colleges. 8. Make an appointment to talk to a college career 2. and training materials in your department. former managers.. skills. Start an “answer to tough or unique situations” journal. 11. Review the resources. 6. Talk to HR about tuition reimbursement. and review them to familiarize yourself with the requirements for programs that interest you. college classmates. Get copies of and review the division’s and the department’s organizational 10. 12. Think of a way to showcase what you learned in training/ development activity — e. Note the answers. and volunteer groups. 38 . share the high points through an e-mail or voice mail. and experience gaps you need to close to meet 14. 13. tools. Develop an internal contact list/network. 4.g. Get a copy of and review the corporate organizational chart. 9. Ask yourself: Who do I know? Who have I worked for/reported to? Who have I contacted with? Who have I worked with on a committee or work group? Who have I attended training with? Who 7. Inquire about participation on special committees or work groups.
This is pivotal. Make sure you are well prepared for the meeting before you hold it. it is typically because the leader did not prepare sufficiently.Call a one-on-one promptly to: meeting • Address poor performance • Support on-the-job application of concepts learned in training It is critical that you address performance issues or training applications problems promptly. When a coaching meeting does not go well. Use these tools to help you build skill in conducting performance meetings. Preparation and Pre-Planning: Essential Elements However. directly. calling the meeting is only part of this essential step in the coaching process. this section includes two other job aids: a Coaching Discussion Planner and a Meeting Debrief. everything that we’ve talked about so far relates to planning. and privately. 39 . Additionally. Preparation is the other part. Use the list of resolutions on the next page to prepare for your next coaching session. Plan out what you want to say or achieve and how you will respond to the employee’s (potential) emotions.
I will review the current facts and events. work tools or resources.). etc. as well as the employee’s coaching and development profile. I will make sure I have defined the goals I hope to achieve in the coaching session ahead of time so that I can explain them clearly in my meeting with the employee.Preparing for the One-on-One Coaching Meeting Make a commitment to prepare for your next coaching opportunity by taking the actions below: Coaching Meeting Pre-Planning Resolutions I will make sure I have developed a statement of the coaching session’s purpose so that I will be clear about the purpose of my meeting with the employee. I will give the employee advance notification of the time and place of the meeting. as well as feedback for improvement. I will review the department work standards (quality and quantity) and the employee’s past performance relative to those standards. I will be prepared to provide positive feedback. I will do this to make sure I concentrate on measurable behaviors and measurable actions for improvement during my meeting with the employee. I will focus my pre-planning review on the employee’s performance behaviors that can be measured. I will plan out how many coaching sessions I believe I will need to achieve the goals. I will determine whether or not there are obstacles preventing the employee from performing that are out of his/her control (training. 40 . I will review the employee’s performance data/information that covers the performance period related to the coaching need.
It’s like trying to balance a scale: You need to deliver information (improve. Two key elements of interpersonal actions that help achieve this are a set of core interaction principles and communication skills. However. it is important to get your information across when conducting a coaching meeting. Strike a balance between the two during the meeting.ment needs. However. corrective action plan.COACHING KEY #3: CALL A ONE-ON-ONE MEETING Two Sides Interactions of Human Coaching for high performance involves paying attention to both sides of the interaction—task actions and interpersonal actions. Interpersonal Actions Obviously. Respect is a universal human need. . as well as how you expect to achieve it. it is also critical to do so while maintaining the self-worth of the employee. you also need to consider the employee’s repetitive interpersonal needs.) and then complete your task. Task Actions The task actions refer to the chronological steps you need to take and the information you need to share to ensure that the meeting’s purpose is accomplished. and showing respect must be part of a leader’s core principles. Employees will not likely respond to coaching if they are not respected and made to feel of value. Interpersonal actions refers to the ways that you meet the employee’s need for respect and value. etc. The planning tool on page 44 provides a framework for thinking through both the task and interpersonal sides of conducting a coaching meeting: what you want to achieve.
(“I can understand your frustration over handling such a large volume of calls due to the recent high turnover. Nonverbal communica. It includes the rhythm and pattern of the spoken words. • Avoid interrupting. • Use positive behaviors. • Verbal communication refers to the words people say or the message they deliver. • Nonverbal communication refers to all the non-spoken move. • Use varied words for acknowledgment and/or positive affirmation (“You did a good job.” “Well done.SEVEN KEYS FOR COACHING POWER Core Principles Interaction Here are some key principles for interaction: • Acknowledge comments. people tend to believe what they see more than what they hear when the . • Use your body language as a nonverbal communication tool. • Remain alert to the employee’s body language. • Use empathetic statements.”) • Make good eye contact.” “I appreciate your effort.”) • Demonstrate active-listening skills. Rhythm and pattern are used for dramatic effect or punctuation.ments or actions used with the message.tion is a very powerful form of communication. Here is an overview of some key principles relative to communication. such as emphasizing particular words. Communicati on Effective communication can be a tremendous asset for supporting a successful coaching meeting. shouting. or speaking rapidly.
etc. • Active listening is using one’s face and body to signal listening.” … “Describe . For example. eye contact. the employee will likely conclude that you are not interested.” … “How did . — Verbal “Door Openers” … “Oh. or arms … Head-nodding . .) … Moving or leaning toward the speaker … Movement of shoulders.” … “I see .” … “Explain . hands.COACHING KEY #3: CALL A ONE-ON-ONE MEETING two contradict each other. . . we also reflect back to the person speaking what we think we heard. It is a facet of nonverbal communication.” — Body-Language “Door Openers” … Facial expressions (smile. . They encourage input/participation. . and also help affirm the worth or value of the involvement of the employee. Door openers are important tools for active listening. . .” … “Tell me more about . In active listening. if you say you are listening and are interested in what an employee is saying but you are looking at your watch and tapping your foot. . . . . eyebrow movement. .” … “Help me understand .
personal actions to set the meeting tone and make the employee feel comfortable or reduce anxiety. Provide details on the specific errors that need to be corrected. Describe the order in which the meeting will be conducted. Next. (“First. where appropriate. Discuss execution of the Recap the meeting’s outcomes. Interpersonal Actions • Respect and value • Two-way communication • Understand • Listen • Body language Identify opportunities to use inter. Identify how interpersonal actions can support a smooth conclusion to the meeting. Review the appropriate performance records. Identify resources for the actions. (“What questions do you have before we move forward?”) Make sure there is clarity regarding the meeting’s purpose. data. Set deadlines for completion of the actions. 44 . Provide the background information. (4) Present the development plan or disciplinary action. Describe the meeting’s purpose and desired outcomes. Identify ways to use interpersonal actions to generate a two-way exchange of information or ideas. Identify ways to use interpersonal actions to encourage the employee’s participation. Verify understanding of the information.SEVEN KEYS FOR COACHING POWER Coaching Discussion Planner Task Actions (1) Describe the purpose and expected outcomes. Check for unanswered questions or concerns. Deliver the meeting’s information. Discuss the appropriate improvement options. we will review the overall results of your quality evaluations for the past month. (2) Address questions or concerns. Identify opportunities to use interpersonal actions to support the employee’s commitment to improvement planning.) Address questions/concerns about the purpose and/or desired outcomes. we will focus on two specific areas requiring improvement. Determine if actions are required. (3) Provide the performance information/data. and facts related to the performance issue.
Did I ask the employee for input on steps to take for improvement? (“What is one action that you can take to make sure you respond to all of a caller’s questions?”) 9. Review key actions as if you are a coach viewing a videotape of a game to get ready for an upcoming match.way communication. Did I use open-ended questions to involve the employee and verify his/her understanding as the meeting progressed? (“What other way do you think you could have addressed . . making eye contact) where appropriate to build rapport and encourage open communication? 5. Did I practice active listening? (continued) 45 .” “Can you explain . Did I use verbal door openers (“Tell me more . Did I give the employee time to confirm/clarify his/her understanding of the information I shared? (“Before we continue. 4.” “Please describe . . . Did I use body language door openers (head-nodding.COACHING KEY #3: CALL A ONE-ON-ONE MEETING Meeting Debrief Directions: How effective were you at handling the coaching session? Use this set of reflection questions to assess your own performance after a feedback session. . . what questions do you have?”) 7. . Did I explain the purpose of the meeting? 2. shoulder move. .?”) 8. Did I explain the order of the meeting items/discussion points? 6. . . . smiling.ment.” “I see .”) to build rapport and encourage two. Yes No 1. Did I ask for questions to clarify whether or not the employee understood the meeting’s purpose? 3.
SEVEN KEYS FOR COACHING POWER Meeting Debrief (concluded) Yes No 10. Did I take time to mentally review feedback/comments I received from the employee before responding? Did I refrain from making assumptions or pre-judgments? 12. Did I help the employee identify resources needed to achieve the improvement goals? 13. Did I get agreement on implementation of specific improvement actions? 14. Did I set up a date and time for a follow-up meeting? 16. Did I thank the employee for his/her cooperation and commitment? 46 .”) 11. Did I provide positive feedback with the feedback for improvement? (“You did a good job of calming the caller down. Did I get commitment on dates for completion of improvement actions? 15.
What did I do well? What would I repeat? Why would I repeat it? (Why was the action. … Keep the meeting on track. behavior. Did I identify any areas that can be improved? Check those areas that need improvement: … Encourage involvement and participation. or statement effective?) B. or statement ineffective?) C. What would I change? Why would I change it? (Why was the action. … Use body language effectively. but be sure you also create an action plan to further develop your feedback and communication skills. … Reflect back or summarize key points. … Others 47 . … Clarify the purpose of the meeting.COACHING KEY #3: CALL A ONE-ON-ONE MEETING It’s important to reflect on how you handled a performance meeting. Coaching Action Plan A. behavior. Use this worksheet to identify and plan for areas you’d like to enhance.
This is especially important if there is poor performance or the employee does not seem to be able to apply to the job information/skills learned in training.Call attention to specific performance behaviors. In this section. It alerts the employee to the fact that there is a concern. 49 .ance feedback techniques. we will look at perform. and it also shows him/her that you care.
he kept repeating..Based. Give the feedback as close to the time of the incident as possible. Write an effective feedback statement. Prompt.. Tell the employee what he/she needs to improve or change... indicate what happened as a result of the behaviors or actions.SEVEN KEYS FOR COACHING POWER Four Elements for Performance Feedback Targeted. Try it. Focus on a particular performance situation (e. Think about a situation when you had to give feedback. when you told the customer that you weren’t responsible for him being given incorrect information last week. a single customer telephone call or service opportunity). Remember TIPE (Targeted. Incident-Based.g. and Even (TIPE) Element Targeted Identify the particular behaviors and/ or actions of the employee (i. And I can understand that you’re upset about receiving IncidentBased Prompt Even Providing Feedback Let’s practice . or what the employee omitted/failed to do. Feedback is a lot more powerful when the incident is still in recent memory. You could have apologized for the customer’s inconvenience without accepting blame by saying. and Even).” It took nearly a minute for him to calm down. 50 . “I still want an apology. Sample Feedback Stateme nt Margaret. Prompt. as well as what he/she did well. what the employee said or did that was ineffective/incorrect. “I am sorry for your inconvenience. Incident.e.) Also.
Yesterday you received a second complaint that Mark has a habit of being late for the team’s Friday morning (7:00 a. The leader of that department said Jane did not take time to enter the inventory numbers manually when the system was off-line. but sometimes in her eagerness to finish quickly. This caused a mix-up with a 51 . a good performer. Each will probably require more than one sentence to completely address the issues.COACHING KEY #4: CALL ATTENTION TO PERFORMANCE BEHAVIORS Providing Feedback: Practice Directions: Write feedback statements for the following two situations. The two employees who complained feel that it is your responsibility to talk with Mark.five minutes. to represent your unit on the Marketing Operations Reengineering Team.) strategy meetings.m. you assigned Mark. This has caused a problem with one of the departments that acts as a supplier to your unit. she follows procedures. The strategy meetings are very important. Jane is new to your team. everyone on the team has a busy schedule. He has been as late as twenty. Three months ago. has received training on the procedures. Also. Most of the time. Be sure to include all of the feedback elements. Jane follows her own procedures. Everyone. including Jane. She takes pride in getting the job done fast (often ahead of schedule).
The strategy meetings are very important. I want us to work together on this. Most recently. Some members feel that this is disrespectful “Jane. Suggested Feedback Three months ago. I appreciate you representing our unit on the reengineering team. you assigned Mark. While I commend your desire to get the work done. The leader of that department said Jane did not take time to enter the inventory numbers manually when the system was offline. It has come to my attention that you have been twenty minutes late on more than one occasion for the team’s strategy meetings. everyone on the team has a busy schedule. Yesterday you received a second complaint that Mark has a habit of being late for the team’s Friday morning (7:00 a. She takes pride in getting the job done fast (often ahead of schedule). she follows procedures.m. Jane is new to your team. and thanks for keeping up with your regular assignments while doing so. Everyone. “Mark. a good performer. Most of the time. while making sure you don’t create 52 . This has caused a problem with one of the departments that acts as a supplier to your unit. because you did not manually input the inventory numbers when the system was down. This caused a mix-up with a shipment. he was twenty minutes late. I’ve called you here today to talk about feedback I received regarding your participation on the reengineering team.SEVEN KEYS FOR COACHING POWER Here are some ways you can structure your feedback if you are the supervisor/manager in a similar situation. there was a mix-up on a shipment. On two occasions.) strategy meetings. including Jane. to represent your unit on the Marketing Operations Reengineering Team. You obviously have a real commitment to that. has received training on the procedures. Also. How can I help you use your commitment to speed. I’m sure it’s a challenge. I like your enthusiasm for getting the job done quickly. Still. I cannot ignore the complaints from our customers and suppliers. The two employees who complained feel that it is your responsibility to talk with Mark. but sometimes in her eagerness to finish quickly. sometimes you follow procedures other than the established ones. Jane follows her own procedures.
COACHING KEY #4: CALL ATTENTION TO PERFORMANCE BEHAVIORS Performance Feedback Worksheet—TIPE Model Element Targeted What were the particular behaviors or actions? (Be specific. another employee. missed deadline.” when were the other incidents? Even How can you combine feedback about what needs to improve. incorrect • When did the incident occur? • Was this the first time this type of situation occurred with this employee? • If “no. along with what was done well? Practice statement or Response to Situation IncidentBased Prompt 53 .) • What were the outcomes of the behaviors or actions? (irate customer.) • What was the performance situation? • Who was involved? (customer. etc.
I was able to finish compiling the customer survey results and meet my deadline. and sends the message that you are not simply preoccupied with finding mistakes. it freed up my time.” • “Bill. Thank you. Write a positive feedback statement that contains all the specifics: . when you agreed to act as the on-the-job mentor for the two new employees who are being trained. Thank you for your commitment to high customer-service standards. So. Reinforcing good performance or behaviors sets a positive tone in your work environment. Now think about a current opportunity to give positive feedback. your customer satisfaction rating is above 90 percent for the third month in a row. be observant of good performance and reinforce it. to encourage good The examples on the previous page have to do with poor performance situations. Also. but feedback can also be used to encourage continued good performance. You want employees to know what they are doing well so that they can repeat it. Here are some examples of positive feedback statements: • “Marion. you did a good job of getting the two new employees up to speed quickly. Great job!” Note how specific these statements are in mentioning the positive actions and how they benefit the company. As a result. Your hard work has contributed to the department’s steady reduction in the number of customer complaints about our service received by the division vice president.SEVEN KEYS FOR COACHING POWER Use feedback performance.
vary the type of reinforcement you use unless you see that an employee is more motivated/satisfied with one particular type. Additionally.ciously. Sometimes it is best to space out the reinforcement actions so that the reinforcement does not lose its potency. it builds confidence and self-esteem. and make sure it fits the situation. and behaviors back on the job. We have talked about calling attention to poor performance and the critical value of giving targeted.ment is also very powerful.COACHING KEY #4: CALL ATTENTION TO PERFORMANCE BEHAVIORS Use positive reinforcement. prompt. 55 . skills. Feedback is also a useful tool in helping employees apply new information. There are many ways to give positive reinforcement: • • • • • • • • • • Recognition Special privileges Expressions of approval or appreciation Compliments Financial rewards Change in work assignment Praise Attention A smile or nod Active support for career plan or personal development The frequency of the positive reinforcement depends on the nature of the situation. You call attention to the behaviors that you want the employee to repeat. Use it judi. even feedback. incident-based. Positive reinforce.
In this activity. The feedback tips on page 50 will also help you prepare for the role. You will be using the role-practice technique to practice applying the first four coaching keys outlined in this book to a realistic work situation. To prepare for the role play. Chris Streeter. You will each take turns playing the part of the manager. . go over the items in the Coaching Meeting Pre-Planning Resolutions (page 40) and the Coaching Discussion Planner (page 44).SEVEN KEYS FOR COACHING POWER Role Practice This next activity gives you an opportunity to put together what you have learned so far. Role practice done with a partner in a comfortable environment allows individuals to improve their skills and become more confident in using them back on the job. you will work with a partner and a specific case scenario to address problems with a particular employee in your department.
You have chosen to turn a blind eye to Irene’s behavior and attribute it to her eagerness to get the job done. She’s focused and efficient. She is also very careful with every task she handles. You are certain Irene does not view herself as others do. You have chosen today for your one-on-one meeting with Irene. One of Irene’s primary responsibilities is to prepare the divisional quarterly report on customer inquiry trends and satisfaction levels. some employees have described her as rude. Irene is in her early thirties and is very smart and energetic. moved to the receptionist desk. In summary. Irene has advanced quickly and successfully through several jobs in the organization. On the surface. she yelled at Judy (her right-hand person) when Judy expressed uncertainty as to whether or not she would be able to finish a report early. How will you start the meeting? Here are some questions to think about as you read the case scenario: • What did you observe relative to the employee’s behaviors or actions? • Should you call a meeting? • What will you call attention to? • How will you call attention to it? • How will you word the feedback statements (positive wording and critical . impatient. But you have seen her to be very pushy (bordering on being rude) with other team members when she wants her way. Now she is part of the quality team that monitors customer telephone satisfaction. Irene is the lead quality analyst and has supervisory responsibility for two other people. including three supervisors. Additionally. you are concerned about her interpersonal actions. and has produced goodquality work. and arrogant. Each of the advancements brought her new responsibilities. and then to customer service. She started in the mailroom. Her group’s morale and overall output have been declining. Irene DeMarko has been on your team (the catalogue sales department) for three years. You have a total staff of seventy-two people. Irene does not seem to care if she is well-liked or not. things are not currently going well.COACHING KEY #4: CALL ATTENTION TO PERFORMANCE BEHAVIORS CASE SCENARIO The Department Streeter Manager: Chris You manage three customer-contact departments. Although Irene is very efficient at collecting and compiling the customer data. Last week. You like Irene personally. she interacts with several other departments and occasionally with top leadership. However. Irene always managed to conquer the new responsibilities with flying colors. You have been receiving negative feedback about Irene.
wording)? 57 .
) • In what order will you deliver the information? • How will you end the meeting? • What needs to happen after the meeting? • Who will be responsible for what? • How will you make sure that commitments are kept? 58 What do you want to say? Key factors to think about: • Think of ways to build rapport (thank the employee for attending the meeting. listen. • Determine how you will handle the emotional side of giving and receiving developmental feedback. have to act upon. verify understanding (“What questions do you have want to deliver your message? . learn. use open body language such as head-nodding).SEVEN KEYS FOR COACHING POWER Write what you would say to Irene in a one-on-one meeting: Coaching One-on-One Meeting Planner Task Actions Interpersonal Actions How do you Key questions to think about: • Why are you calling the meeting? • What will the employee get from the meeting? (walk away with. Listen and ask open-ended questions (“What happened after that?”). • Keep in mind the importance of making communication two-way. etc. use the employee’s name.
Prompt.) • What were the outcomes of the behaviors or actions? (irate customer. and Even Element Targeted What were the particular behaviors or actions? (Be specific.COACHING KEY #4: CALL ATTENTION TO PERFORMANCE BEHAVIORS Performance Feedback Worksheet: TIPE Model Targeted. another employee. missed deadline. etc. incorrect information in a report. etc. Incident-Based.) Practice Response Incidentbased • What was the performance situation? • Who was involved? (customer.) Prompt • When did the incident occur? • Was this the first time this type of situation occurred with this employee? • When were the other incidents? Even How can you combine feedback about what needs to improve and what was done well? 59 .
SEVEN KEYS FOR COACHING POWER Role Practice: Evaluation Directions: Evaluate your role practice partner by checking off what he/she did acting as the manager. (continued) 60 . • Showed understanding. Describe Interpersonal Actions • Showed respect and value. • Addressed questions or concerns.)? … The manager indicated what he/she expected to achieve for him-/herself and for the employee by the end of the meeting (such as gained a signed Address he/she had questions about the meeting’s purpose of the meeting or expected outcomes before continuing with the meeting (“What questions do you have before we continue?). etc. reviewed the performance issues. Task Actions • Described the purpose and expected outcomes. • Used two-way communication.” … The manager addressed the employee’s questions before continuing. and identified improvement actions. What did the manager say or do to communicate respect and value (make good eye contact and thank the employee for attending the meeting. • Used active listening skills. … Did the manager use active listening skills? … The manager asked the employee if … Did the manager balance empathy (recognition of a person’s situation and feelings) and directness? Empathy: “I can appreciate that you feel frustrated by the pressure to learn the many new changes. • Used positive body language. … The manager described the purpose of the meeting. • Provided the performance information/data. • Presented the development plan or disciplinary action.
COACHING KEY #4: CALL ATTENTION TO PERFORMANCE BEHAVIORS
Role Practice: Evaluation (concluded)
… Did the manager say or do
things to create two-way communication? (asked open-ended questions, maintained good eye contact, provided additional information, etc.)
… The manager provided and
explained the information/data regarding the performance problem.
… The manager verified that the
employee understood the information/data. Present
… Did the manager effectively
use his/her body language as a communication tool and avoid making distracting
… The manager presented the details
of the performance improvement plan or disciplinary action.
Did the manager say or do something to gain commitment for the improvement plan or to reach agreement? Specify. Examples: Involve the employee by making the communication two-way. When people are involved, they are more receptive or have greater buy-in. Show understanding. This can help defuse high emotions.
… The manager verified that the
employee understood the specifics of the improvement plan or disciplinary action.
… The manager reviewed the next
steps or follow-up actions.
… The manager got signatures/ Conclude … The manager reiterated the
outcome(s) of the meeting (understanding of the purpose, agreement on actions, etc.). … The manager checked for unanswered questions or concerns.
… The manager verified the follow-up
SEVEN KEYS FOR COACHING POWER Use this tool to evaluate yourself after the role practice activity or other skill practice.
A. What did I do well? What would I repeat? Why would I repeat it? (Why was the action, behavior, or statement effective?) B. What would I change? Why would I change it? (Why was the action, behavior, or statement ineffective?)
Did I identify any areas that can be improved? Check those areas that need improvement:
… Encourage involvement and participation. … Keep the meeting on track. … Clarify the purpose of the meeting. … Reflect back or summarize key points. … Use body language effectively. … Others
Staying observant, using appropriate tools to track performance, and calling attention to performance problems are only part of the picture. You must also explain the improvement expectations to the employee, as well as the consequences of continued poor performance. The purpose is to make the employee completely aware of two things: • The specific improvement actions that are expected of him/ her (Example: a certain increase in production numbers, or a decrease in error rate) • The next steps if the performance is not improved (Example: regular performance counseling sessions) Of course, your main goal is to work with the employee to improve his/her performance so that formal consequences can be avoided. You want a positive outcome. Achieving that is the focus of this book.
) Equally important. ask yourself three key questions: • What are the standards for the job? • What are the resources needed to do the job effectively? • What training or experience is required to do the job well? 64 . Work with the employee to reach agreement on the specific improvement goals and on the improvement schedule. (This act of collaboration is essential to getting full commitment fromthe employee. Also.Improvement Expectations It is essential to spell out what you expect the employee to improve. make sure there is clarity regarding what’s expected of the employee for improvement. Write it down. Create an improvement plan (see the sample plan on the next page).
. designate specific dates for revisiting the plan and assessing progress. … … … … Peer coaching Training Review of procedures 3.g. weekly) … Scheduled one-on-one 4. monthly) discussion of work (e.) Specific Improvement Goals for this Performance Situation Resources or Actions Needed to Reach Goal(s) 1. … Access to data or (continued) 65 . reference books. … Demonstration/modeling of task or behavior 2. … Positive reinforcement … Reference materials … Access to resource materials (contact lists. daily. Scheduled review of work (e.g. Also. Performance Improvement Plan Worksheet Current Performance Levels (number of telephone calls per day. etc. daily.COACHING KEY #5: EXPLAIN IMPROVEMENT EXPECTATIONS Use this worksheet to design a plan of action for performance improvement.) 5. Remember to make improvement actions measurable. organization chart. customer satisfaction rating. etc.. weekly.
Start Date Progress Review End Date or Completion Date 1.SEVEN KEYS FOR COACHING POWER Performance Improvement Plan Worksheet (concluded) Improvement Goal No. 3. 2. 66 . 4.
Make use of them. development plans. Tools like the Coaching Discussion Planner. Use the Coaching Discussion Planner (page 44) and Meeting Debrief (page 45) to help you think through what you will say. and the Meeting Debrief can help you create a sound documentation file. such as e-mails. • Prepare well for meetings to discuss expectations and conse. File information related to the situation. . transcripts. performance reports. letters. Be prepared for the emotional tempo of the meeting. the Performance Feedback Worksheet. you need to: • Keep an up-to-date.COACHING KEY #5: EXPLAIN IMPROVEMENT EXPECTATIONS Documenting Thoroughly and Preparing Sometimes a performance situation requires more than just good coaching. Make sure you are well versed in your organization’s formal consequences before you discuss them with an employee. Also. meeting notes. Also. detailed record of these one-on-one meetings.quences. • Keep excellent documentation of specific incidents regarding performance. considerthe interpersonal aspects of the communication. Documenting the Outcome of a Coaching Session Documenting the outcome of each coaching session you have with an employee is extremely important. and customer surveys. Keep excellent records as you and the employee progress through the various steps. memos. Use whatever system works best for you if your organization does not have any “official” forms or processes.
whatever informal consequences you use will set prece. Can you think of any other informal consequences? 68 . Ask yourself these questions. consistently. consequences Remember. • Disqualification from “perceived” growth opportunities. They can be just as powerful as formal actions. • What is the impact of the situation? • How has the employee responded to previous coaching around this situation? • What are all of the options for informal discipline? Use informal equitably. Always balance the situation with the consequences.SEVEN KEYS FOR COACHING POWER Informal Consequences Every leader of an organization has informal ways of getting employees to address performance problems. Be sure you are fair and consistent with everyone. such as participation on a special work team having high visibility.dent. such as flexible work start time or choice of assignments. and judiciously. Here are some examples of informal actions: • Withdrawal of “perceived” special privileges. The key is to use them as fairly.
remember six essential actions: 1. discuss incidents of poor performance with the employee. despite the best coaching efforts. Your actions during the one-on-one meeting lay the groundwork for the kind of support you will provide. of course. 4. Seek Recommend Agree Track Remove Reinforce 69 . Six Essential Actions To summarize the key points in the Meeting Debrief pertaining to development support. However. 6. but you must also help develop and implement the action plan by guiding the employee through the process of changing the behavior or performance. 5. 2.One Meeting.You must. Use the Meeting Debrief checklist on page 45 as a guide for creating an outline for the support. some situations will lead to formal consequences. This step is also closely linked to Coaching Key #3—Call a One-on. the employee is ultimately responsible for making the necessary changes. 3.
• Recommend solutions or actions based on your assessment of the situation.• Seek input and information from the employee regarding his/her view of the problem and possible solutions. • Reach agreement with the employee on what specific actions he/she will take. • Reinforce behaviors that support performance improvement.) Also ask the employee to initiate follow-up meetings. Keep the completed regular.formance and make necessary adjustments in collaboration with the employee. and when those actions will be completed. knowledge of the employee. • Track progress on the employee’s success in improving per. if you like.sized calendars in a binder for reference at performance review time or during a follow-up one-on-one coaching meeting. Additional Ideas/Tips Some managers find a special “commitment” calendar useful for keeping track of what they have agreed to do for an employee. 70 . • Remove roadblocks to performance improvement that are out of the employee’s control. and knowledge of the department’s deadline and resource issues. this can even be used as a development activity. how those actions will contribute to improving performance. (Sometimes just seeing the information in front of you will help you follow through. understanding of how the employee’s work fits into the big picture. Try using one regular-sized calendar per employee (or a wall-sized calendar for more than one employee). Post the wall-sized calendar in your office.
COACHING KEY #6: SUPPORT COMMITMENT TO DEVELOP ACTIONS Here are some other ideas: Set up an e-mail calendar reminder for yourself. (This is especially important relative to your role in helping the employee carry out a plan. Take a planning calendar to the one-on-one coaching meeting with you so that you can do a “reality doublecheck” on the feasibility of the development plan and schedule. Establish a peer-support group with other managers or supervisors and work as a virtual team to keep each other on track. 71 .) Whether you are helping an employee apply information learned in training or helping an employee implement a career plan. these things work. You will find tools that can be used for planning and tracking performance on the next two pages.
SEVEN KEYS FOR COACHING POWER Performance Support: Action Planner Employee’s name: Date of ssion: meeting/se Date follow-up meeting: scheduled for Monday Tuesday Wednesday Thursday Friday Saturday / Sunday (continued) 72 .
equipment.COACHING KEY #6: SUPPORT COMMITMENT TO DEVELOP ACTIONS Performance Support: Action Planner (concluded) Employee’s name: Date of coaching one-on-one Date meeting: scheduled for follow-up Planning Prompters … Did I mark the due dates for specific actions the employee agreed to? … Did I mark the due dates for actions that I agreed to? … Did I consider my other commitments when determining whether or not I could meet the dates? … When is a follow-up meeting or contact (e-mail. supplies. voice mail) scheduled? … What do I need to prepare for the follow-up meeting? When do I need to start in order to be ready on the meeting day? … Who do I need to contact/speak with for information or resources? … What data do I need to access or review before the meeting? When do I need to What information do I need to review? Who do I need to talk to? What items do I need to get? (tools.) What roadblocks do I need to remove? 73 . etc.
Stay connected refers to creating “physical” opportunities for connecting with employees (pre-scheduled meetings. Don’t rely solely on methods such as e-mail or voice mail. and commitment. Use every avenue to stay connected that is available to you.The last key step is to stay connected with every employee you are coaching. you run the risk of undermining the work you put into the previous six steps.). weekly emails. or implement a careerdevelopment plan. Here are some options: • Regularly scheduled in-person meeting s • Impromptu in-person meetings • E-mail • Telephone meetings • Voice mail • Quick-strike meetings (even 5 minutes) • A pre-arranged exchange with a specific. cooperation. apply information learned in training. 75 . predetermined purpose Special Note: Make sure that you include in-person meetings in your efforts to stay connected. You need to know if the employee is making progress in an effort to improve performance. etc. If you don’t stay connected. etc.) and creating an environment where employees feel comfortable approaching and responding to you (building trust. Be organized and committed to this.
76 . Remember. and remember to set up a time for a follow-up meeting (or contact) at the end of any coaching session. new job standards. staying connected promotes your ultimate goal: to make sure that your staff maintains high-quality performance. U— Use a variety of ways to recognize others’ ideas and contributions.). It also promotes effective career-development planning. T— Take time to foster relationships. Additionally.SEVEN KEYS FOR COACHING POWER Plan to Connected Stay Use a commitment calendar to stay connected with your staff. it shows respect. When you listen well. Actions TRUST for building T— Take responsibility for your behaviors and actions. when you truly hear and understand what the employee has to say. Here are some factors to consider: Tips for Staying Connected Recognize improvement. Information (what’s going on) and relationships (how staff members interact and respond to you) are essential. Be a good listener. Trust is also critical when you introduce a change (a new way of doing things. Try to create an interpersonal connection with each employee you are coaching: Let them know that you can see the small changes they have made. Another important way to stay connected is to be a good listener. R— Remember to follow up on promises and commitments. Have an open-communication policy. S— See the other person’s situation or point-ofview. The Performance Support: Action Planner and other tools are helpful. etc. Build trust. Your staff will not follow your lead unless they trust you. Create an environment where your staff feels comfortable talking with you about performance problems and careerdevelopment needs. you can respond better.
The feedback tips on page 50 will also help you prepare for the role. go over the items in the Coaching Meeting Pre-Planning Resolutions (page 40) and the Coaching Discussion Planner (page 44). Role practice done with apartner in a comfortable environment allows individuals to improve their skills and become more confident back on the job. If you do not have a partner for this activity. To prepare for the role play. Here are some questions to think about as you read the case scenario : • What did you observe relative to the employee’s behaviors or action? • Should you call a meeting? • What will you call attention to? • How will you call attention to it? • How will you word the feedback statements (positive wording and critical wording)? 77 .COACHING KEY #7: STAY CONNECTED Role Practice This role practice activity gives you another opportunity to think through how you can apply what you have learned to a realistic work situation. read each role carefully and think through how you would handle the situation from that person’s perspective.
Tom has missed two deadlines during the past six weeks for the bi-monthly reports he prepares. To your surprise. You assume that the workshop covered career opportunities. However. Tom had already taken an internal training class on project management earlier in the year and you think he should be using what he learned in the internal program. So. and you know he attended the career-development workshop that the corporation offers (as well as several other members of your staff). I’m sorry I let you down.7. there has been a gradual but steady decline in Tom’s performance. During the past two months. come on Tom. what does Tom expect you to do? You have given all these things some thought and have decided that you need to set up a more-formal one-on-one meeting with Tom. You have held them with little or no special preparation. You have a lot to think about. Let’s work on this. and you are reviewing the work of an employee. you said to Tom. Along with all of this. with an error rate of less than 6%. he was more energetic and upbeat. You aren’t sure how serious Tom is. until recently. Tom has seemed down.SEVEN KEYS FOR COACHING POWER CASE SCENARIO The Department Green Manager: Wanda You are manager of your department. His performance had always been above standards. Tom averaged 32 calls/day. Tom has also asked you about cross training and career opportunities in the division. you have had several talks with Tom about his performance. The meetings have been informal. Your manager has recommended that you use the Coaching Oneon-One Meeting Planner to help you prepare. You know that the pace and the volume of the department’s workload have increased and that everyone is feeling overwhelmed. You realize that perhaps you need to prepare for this meeting. He always apologizes and promises to do better. At the last meeting. but you have been very busy and haven’t taken the time to meet with him about these things. and you have done little or no documentation regarding any commitments or outcomes from the meetings.5 on a 5. because you were meeting standards six months ago. “I know you can do better. His customer-satisfaction rating average was 4.0 scale) Previously. “I’ll do better. Tom has expressed interest in some special training on a new project management system offered at a local community college. Where should you begin? 78 .” Tom replied. Tom Matthews has been on your technical support staff for four years. His most recent production and quality reports revealed the following: 23 calls/day (the standard is 30 calls/day) 15% error rate (the standard is 7% or less) 3.9 customer-satisfaction rating (the standard is a minimum 4.” Lately. That’s unusual for him. In the past.
learn.) • In what order will you deliver the information? • How will you end the meeting? • What needs to happen after the meeting? • Who will be responsible for what? • How will you make sure that commitments are kept? What do you want to say? Key factors to think about: • Think of ways to build rapport (thank the employee for attending the meeting. have to act upon. etc. use open body language such as head-nodding). use the employee’s name. • Keep in mind the importance of making communication two-way. Listen and ask open-ended questions (“What happened after that?”).COACHING KEY #7: STAY CONNECTED Coaching One-on-One Meeting Planner Task Actions Interpersonal Actions How do you Key questions to think about: • Why are you calling the meeting? • What will the employee get from the meeting? (walk away with. verify understanding want to deliver your message? 79 . listen. • Determine how you will handle the emotional side of giving and receiving developmental feedback.
(continued) 80 . … Did the manager use active listening skills? … The manager asked the employee if … Did the manager balance empathy (recognition of a person’s situation and feelings) and directness? Empathy: “I can appreciate that you feel frustrated by the pressure to learn the many new changes. Task Actions • Described the purpose and expected outcomes.)? … The manager indicated what he/she expected to achieve for him-/herself and for the employee by the end of the meeting (such as gained a signed Address he/she had questions about the meeting’s purpose of the meeting or expected outcomes before continuing with the meeting (“What questions do you have before we continue?). … The manager described the purpose of the meeting. reviewed the performance issues. What did the manager say or do to communicate respect and value (make good eye contact and thank the employee for attending the meeting. Describe Interpersonal Actions • Showed respect and value. • Used positive body language. etc.SEVEN KEYS FOR COACHING POWER Role Practice: Evaluation Directions: Evaluate your role practice partner by checking off what he/she did acting as the manager. • Showed understanding. and identified improvement actions.” … The manager addressed the employee’s questions before continuing. • Used active listening skills. • Used two-way communication. • Presented the development plan or disciplinary action. • Addressed questions or concerns. • Provided the performance information/data.
etc. Did the manager say or do something to gain commitment for the improvement plan or to reach agreement? Specify. they are more receptive or have greater buy-in. Present … Did the manager effectively use his/her body language as a communication tool and avoid making distracting … The manager presented the details of the performance improvement plan or disciplinary action. … The manager got signatures/ Conclude … The manager reiterated the outcome(s) of the meeting (understanding of the purpose.COACHING KEY #7: STAY CONNECTED Role Practice: Evaluation (concluded) Provide … Did the manager say or do things to create two-way communication? (asked open-ended questions. maintained good eye contact. Show understanding. This can help defuse high emotions. … The manager verified that the employee understood the information/data. etc. … The manager verified the follow-up actions. Examples: Involve the employee by making the communication two-way. … The manager checked for unanswered questions or concerns. … The manager reviewed the next steps or follow-up actions. 81 . … The manager verified that the employee understood the specifics of the improvement plan or disciplinary action.). agreement on actions.) … The manager provided and explained the information/data regarding the performance problem. When people are involved. provided additional information.
SEVEN KEYS FOR COACHING POWER Use this tool to evaluate yourself after the role practice activity or other skill practice. … Clarify the purpose of the meeting. SelfEvaluation A. or statement ineffective?) C. What did I do well? What would I repeat? Why would I repeat it? (Why was the action. or statement effective?) B. behavior. Did I identify any areas that can be improved? Check those areas that need improvement: … Encourage involvement and participation. … Reflect back or summarize key points. What would I change? Why would I change it? (Why was the action. … Keep the meeting on track. … Use body language effectively. … Others 82 . behavior.
Key #6: Support commitment to development actions. Key #3: Call a one-on-one meeting. Key #7: Stay connected. Then identify one challenging but manageable aspect of the key or keys on which to focus. Key #5: Explain your improvement expectations. 83 .COACHING KEY #7: STAY CONNECTED Implementation Planning What will your roadmap to success look like as you plan development and enhancement steps? Use any number of the book’s coaching keys for this process. Key #4: Call attention to the performance behaviors. Determining Your Roadmap to Success Key Number Key #1: Stay observant. What aspect will I focus on? What do I hope to Key #2: Use effective tools and methods.
SEVEN KEYS FOR COACHING POWER Here is another way to lay out your development plan. Development Planning Form Completed Developmen t Timelin Month 1 Developmen t Objectiv Strategy for Meeting Yes No Month 2 Month 3 Month 4 Month 5 Month 6 84 .
Use effective tools and methods to track performance.7 Keys for Coaching Power Key #1: Stay observant of your staff so that you can identify coaching needs as soon as possible. guided instruction. (over) Seven Keys for Coaching Power—© S. incidentbased feedback • Problems with on-the-job application of training. Use esteem-building. Key #2: Use effective tools and methods to track performance. Conduct a one-on-one meeting to: • Address poor performance • Support on-the-job application of concepts learned in training • Support refining and implementing an employee’s career plan Call attention to: • Poor performance behaviors or actions through targeted. Cowan 7 Keys for Coaching Power Key #1: Key #2: Key #3: promptly Stay observant of your staff so that you can identify coaching needs as soon as possible. Key #5 Explain any discipline steps or consequences that might result if the performance or behavior is not improved or changed to satisfaction. Key #6: Help employees take development action or implement formal performance improvement plans. guided instruction. Key #3: Conduct a one-on-one meeting promptly to: • Address poor performance • Support on-the-job application of concepts learned in training • Support refining and implementing an employee’s career plan Key #4: Call attention to: • Poor performance behaviors or actions through targeted. Help employees take development action or implement formal performance improvement plans. Use esteembuilding. incidentbased feedback • Problems with on-the-job application of training. Key #3: Conduct a one-on-one meeting promptly to: • Address poor performance • Support on-the-job application of concepts learned in training • Support refining and implementing an employee’s career plan Key #4: Call attention to: • Poor performance behaviors or actions through targeted. Key #5 Explain any discipline steps or consequences that might result if the performance or behavior is not improved or changed to satisfaction. (over) Seven Keys for Coaching Power—© S. Key #7: Stay connected by following up on progress and providing additional feedback. Key #6: Help employees take development action or implement formal performance improvement plans. Explain any discipline steps or consequences that might result if the performance or behavior is not improved or changed to satisfaction. Cowan 7 Keys for Coaching Power Key #1: Stay observant of your staff so that you can identify coaching needs as soon as possible. guided instruction. Stay connected by following up on progress and providing additional feedback. and demonstration/ modeling. Use esteem-building. Key #2: Use effective tools and methods to track performance. Seven Keys for Coaching Power—© S. and demonstration/ modeling. and demonstration/ modeling. Key #7: Stay connected by following up on progress and providing additional feedback. Cowan (over) Key #4: Key #5 Key #6: Key #7: . incidentbased feedback • Problems with on-the-job application of training.
Use esteem-building. guided instruction. Key #7: Stay connected by following up on progress and providing additional feedback. Cowan (over) . Key #5 Explain any discipline steps or consequences that might result if the performance or behavior is not improved or changed to satisfaction. incident-based feedback • Problems with on-the-job application of training. Seven Keys for Coaching Power—© S . Key #6: Help employees take development action or implement formal performance improvement plans. Key #2: Use effective tools and methods to track performance. Key #3: Conduct a one-on-one meeting promptly to: • Address poor performance • Support on-the-job application of concepts learned in training • Support refining and implementing an employee’s career plan Key #4: Call attention to: • Poor performance behaviors or actions through targeted.7 Keys for Coaching Power Key #1: Stay observant of your staff so that you can identify coaching needs as soon as possible. and demonstration/ modeling.
initiatives. Cowan . Cowan Seven Keys for Coaching Power—© S. or vision Cross-training an employee for other jobs in the Cross-training an employee for other jobs in the department department Helping an employee prepare to implement his/her Helping an employee prepare to implement his/her career plan career plan Helping an employee assess his/her assignment load Helping an employee assess his/her assignment load and set priorities and set priorities Communicating to an employee that his/her Communicating to an employee that his/her performance is poor or marginal performance is poor or marginal Conducting a formal or informal performance review Conducting a formal or informal performance review Helping an employee adjust to a new job Helping an employee adjust to a new job role/experience role/experience Giving an employee correction related to a simple Giving an employee correction related to a simple performance situation performance situation Giving feedback or input to an employee who wants toGiving feedback or input to an employee who wants to become a top performer become a top performer Seven Keys for Coaching Power—© S. Cowan Seven Keys for Coaching Power—© S. Explaining a change in the department’s goals. Explaining a change in the department’s goals. Cowan Work Situations That Might Require Coaching Work Situations That Might Require Coaching Training and orientation of a new employee Training and orientation of a new employee Instructing an employee in a new job skill Instructing an employee in a new job skill Explaining the department’s work requirements or Explaining the department’s work requirements or standards standards Giving on-the-job support after a training session Giving on-the-job support after a training session Explaining a change in a job process/procedure Explaining a change in a job process/procedure Helping an employee prepare for moreHelping an employee prepare for more complex/challenging assignments complex/challenging assignments Explaining a change in the department’s goals. or vision Cross-training an employee for other jobs in the Cross-training an employee for other jobs in the department department Helping an employee prepare to implement his/her Helping an employee prepare to implement his/her career plan career plan Helping an employee assess his/her assignment load Helping an employee assess his/her assignment load and set priorities and set priorities Communicating to an employee that his/her Communicating to an employee that his/her performance is poor or marginal performance is poor or marginal Conducting a formal or informal performance review Conducting a formal or informal performance review Helping an employee adjust to a new job Helping an employee adjust to a new job role/experience role/experience Giving an employee correction related to a simple Giving an employee correction related to a simple performance situation performance situation Giving feedback or input to an employee who wants toGiving feedback or input to an employee who wants to become a top performer become a top performer Seven Keys for Coaching Power—© S. or vision initiatives.Work Situations That Might Require Coaching Work Situations That Might Require Coaching Training and orientation of a new employee Training and orientation of a new employee Instructing an employee in a new job skill Instructing an employee in a new job skill Explaining the department’s work requirements or Explaining the department’s work requirements or standards standards Giving on-the-job support after a training session Giving on-the-job support after a training session Explaining a change in a job process/procedure Explaining a change in a job process/procedure Helping an employee prepare for moreHelping an employee prepare for more complex/challenging assignments complex/challenging assignments Explaining a change in the department’s goals. or vision initiatives. initiatives.
This action might not be possible to undo. Are you sure you want to continue?