Coaching

Coaching:

Bring Out the Best in Your Employees

Supervisory Briefing Session March 2001

Presented by:Carolyn Gerich, PHR

Employee Relations Specialist

CWRU SBS: Coaching 2

Did You Know?

The American Society for Training and Development, Taylor (1993).

It costs 1.2 to 2.0 times the average salary to replacean exempt position.

(Example: $35,000 X 2.0 = $70,000)

It costs 0.75 times the annual salary to replace a non-exempt position.

(Example: $25,000 X 0.75 = $18,750)

Inefficiency of the terminating employee results in sixmonths of non-productivity.

To achieve maximum efficiency an employee needs tobe in a position for an average of 13.5 months.


What is coaching?

A directive process in which a manager trains and orients an employee as anewly hired team member.

An ongoing process designed to help the employee gain greatercompetence and overcome barriers to improving performance.

A process in which supervisors and employees identify, develop and reachperformance goals together.

How can coaching help you? Your team?

Creates a change in behavior to motivate an employee to go from where theyare to where you want them to be.

Encourages employees to do more than they ever imagined they could.

What are the benefits of coaching?

The most effective way to develop your employees.

Employees learn to manage multiple priorities.

Leads to improved employee performance.

Increases employee problem solving ability.

Increases employees self-esteem and job satisfaction.

Reduces costs and turnover.


What prevents managers from coaching?

They do not know how. They do not want to take the time. They believe employees should improve performance on their own. They make statements like:

"My employees will ask for help if they need it." "They may think I do not trust them."

Reasons why employees may be difficult to coach: They are resistant to change. They think they know it all.

When is coaching appropriate?

When an employee has the ability and knowledge to succeed butperformance is not at the level needed.

Anytime a change occurs in the department or at the University.

What are the two types of coaching?

Spontaneous, on-the-spot coaching. Planned, formal coaching.

TIP: When employees demonstrate behavior that may be difficult to deal with,coaches overcome the objection by explaining why a behavior change isnecessary and how the employee can benefit from it!!


What are the differences between training, counseling andcoaching? Training: is a structured process that provides employees with the knowledge

and skills to perform job tasks.

Counseling: is directed at personal issues affecting (or having the potential toaffect) performance (i.e. personal problems, substance abuse).

Managers should not counsel but serve as a resource person,directing the employee to the employee assistance program (EASE)for further professional help.

Coaching: is a process that guides and manages employees to succeed.

Situations that require:

Training: Change in procedures New tools or equipment New responsibilities

Counseling: Emotional outbursts Erratic behavior Suspected substance abuse

Coaching: Increase in errors Missed deadlines Meeting only minimum standards Untapped potential Ability to do better Need to fine-tune skills


Manage Performance by Coaching

1. Set performance expectations.Employees need to know: What are their job duties? How much work do you expect them to do? How you want the job completed? How soon does the work need to be completed? What standards and expectations do you have for your employees?

2. Monitor, observe and evaluate progress.By doing the following: Reviewing the quality of completed tasks. Reviewing the status of ongoing projects on a regular basis, if applicable. Observing interpersonal interaction with other co-workers. Solicit feedback from team members and management with whom the

employee interacts.

3. Identifying a Performance Problem.When you identify a performance problem you need to discover what the cause is:

Can't do:The employee does not have the ability or resources to do the job.

Won't do: They have the ability but just do not want to do the job.

Doesn't know how to do: . They do not understand how to do the job.


Identifying a Performance Problem

CANT DO WONT DO DOESNT KNOW HOW TO DO Have knowledge but

lack skill after thoroughinstruction

Not enough time Wrong training materials

t Ensure the proper

materials are provided.

Believe they know it all Poor listening skills Unhappy with duties/

responsibilities of the job

t Recognize good work if

appropriate. Provide a job reassignment. Disciplinary action (contact ER).

Lack of instruction or training Improper or lack of feedback

t Training/retraining may be

needed.


Four Types of Feedback

1. Silence. No response provided. May result in decreased confidence, reduction in performance, paranoia and

insecurity.

2. Criticism. Identifies behaviors that are undesirable, not up to standard. (MostDamaging) Can lead to employees avoiding their supervisor.

3. Advice. Identifies behaviors or results that are highly regarded and often specifieshow to incorporate them in the future. It can improve confidence, relationships and performance.

4. Positive. Identifies behaviors or results that are desired. Reinforces behavior to occur again.

Provide Effective Feedback

1. Focus on behavior the receiver can do something about.

2. Make the feedback specific to behaviors you have observed.

3. Consider the timing: either before the event, in the form of advice; or immediatelyafter the event, as positive feedback.

4. Consider the needs of the person receiving the feedback, as well as your own.

5. Solicit input from the employee.

6. Use "I" or "we" statements as opposed to "you" statements to reducedefensiveness, and ask for a change in behavior.

7. Define the impact on you, the department and the University.

8. Check to make sure clear communication and understanding have occurred.

9. Give the feedback in a calm, unemotional tone.

Helping Employees Receive Feedback

J Develop a positive attitude towards feedback.

J Be prepared for feedback.

J Do not get defensive.

J Ensure understanding and ask if clarification is needed.


How to be an Effective Listener

1. Give your undivided attention. Remove all distractions. Maintain eye contact.

2. Make sure the other person knows you understand what they are saying.Examples: "What I hear you saying is." "I get the impression that."

3. Listen for underlying cues attitudes, feelings and motives behind employee'swords. Confirm your perception by using the following examples: "I can imagine that you must feel" "If it ever happened to me I would be"

4. Encourage employees to elaborate.Examples: "Tell me more about" "I would like to hear your thoughts about"

5. Discuss implications.Expand the discussion by using the following: "If you did that, then would you be able to" "Would that mean that"

6. Probe for details by using open-ended questions.Examples: "What prompted you to?" "How can I help?" "Where do you think we need to focus?"

Effective listening is hard work but well worth the effort.


A Checklist of Common Pitfalls Managers Fall Into

4 Performance trends were not analyzed to determine the real problem.

4 Communication is not clear to employee on what is expected from them to

improve their performance.

4 Lack of data to support manager's view.

4 Exhibits a personal bias.

4 Inflexible to possible solutions.

4 Loses control due to the employees reaction.

4 Defensive when questioned for specific examples.

4 Fails to listen to the employee as to why the performance problem is occurring.

4 Does not solicit the employees suggestions or solutions.

4 Fails to keep documentation.

4 Fails to follow-up and reinforce improved/deteriorating performance.


Plan and Prepare for the Coaching Session

1. Clarify Your Expectations

Specific, observable actions that can be measured - with a specific target date.

2. Observe Performance

Be objective by focusing on behaviors that are causing the performance problem.

Focus on specific behaviors that can be measured and changed.

Provide specific examples.

Take notes and keep track of what the employee is doing right and build on those

strengths.

Focus on behaviors that are important to the employees success and work on

them first.

3. Analyze the Performance Concern/Issue

Discover the areas where the employee is meeting and exceeding expectations

and those areas where they are deficient.

Identify why the employee is not meeting your expectations.

4. Provide Immediate Feedback

Timeliness is important.


Tips on Preparing for a Successful

Face-to-Face Coaching Session

P Think about how many sessions you will need to conduct to ensure you have theemployees trust and confidence.

P When you tell the employee you want to meet with them, be clear on the reasonyou want to meet with them.

P Tell them the time and place of the meeting.P Allow for at least 30 minutes. If it takes longer, schedule a follow-up discussion

as soon as possible.

P Remove all distractions (the phone, visitors) from the meeting place.P Remove all physical barriers between yourself and the employee. Try not to sit

behind your desk.

P Write what you plan to say and rehearse it.P Take notes to document the session.P Avoid negative responses such as:

7 If you dont . . .

7 You ought to . . .

7 If I were you, I would . . .

7 Why did you . . .

7 Youll get over it. or Youll be okay.

7 You think you have it bad? When that happened to me . . .

7 You shouldnt feel that way.


The Coaching Session

1. Describe the problem and your expectations Focus on what you observed:

4 Speed

4 Quantity

4 Accuracy

4 Thoroughness

4 Timeliness

2. Gain agreement on the performance concern/issue4 Listen with an open mind.

4 If you do not agree, provide more detailed feedback from yourobservation of their performance.

4 Discuss the situation until you agree on the problem and the impactit has on the University and others.

3. Develop solutions together4 Explore different solutions to solving the problem together.

4 Let the employee take an active role in solving their ownperformance concern or issue.

4. Agree on an action plan4 Ask them to outline a plan for putting the solution into action.

4 Confirm understanding by having them communicate the plan toyou.

5. Determine when you will follow up4 Set up a date and time to discuss the progress.


Prepare for the Follow-Up Meeting

Observe: Is the employee successfully making the changes that the two of you

agreed upon? Are there performance issues that could still use improvement?

The Four Elements of Coaching Follow-Up

1. Observe Employees Determine if the objectives, goals, strategies, etc., have changed. Determine ways to keep on top of performance. Find opportunities for positive reinforcement and problem solving.

2. Solve Problems If necessary, re-establish priorities, goals, objectives. Determine ways to resolve problems in both the long-term and the short-

term. Revise work plans as needed.

3. Provide Positive Reinforcement Reward positive performance as often as possible. Use positive reinforcement to build working relationships. Use positive reinforcement to encourage continuous improvement.

4. Record Information and Behaviors Document changes in work plans. Document instances to be used in formal review. Record the following four facts:

a) When/Where Note the time and location of the situation orcircumstance.

b) What What did you observe? How was it different from what youexpected?

c) Why is it worth noting? What are the consequences? d) How is this situation going to change? Are there commitments

involved? Record successes and deviations.


Coaching Five Step Process

Describe the problem and your expectations Get agreement on the problem Develop solutions together Agree on an action plan Follow up to ensure the situation has improved

How do you coach someone with an attitudeproblem?

DONT FORGET: Meet with theemployee in private. Make sure bodylanguage, tone of voice, and specificexamples are clear and consistentabout the seriousness of the situation.

How do you coach a problem employee?

DONT FORGET: Documentation isimportant in the Youre not getting themessage cases. You will needdocumentation if the situation doesnt improveand you have to take further action.


Reference List

Lawson, Karen, Ph.D. (1996). Improving Workplace Performance Through Coaching,American Media Publishing: Des Moines, IA.

Lucas, Robert W. (1994). Coaching Skills: A Guide for Supervisors, McGraw-Hill: NewYork.

Minor, Marianne. (1996). Coaching and Counseling: A Practical Guide for Managersand Team Leaders, Crisp Publications, Inc.: Menlo Park, CA.


KEEP THIS COPY

My personal action plan for the next three months (March, April, May):

To improve my coaching skills, I plan:

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Action steps I will take to improve my coaching skills include:

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Obstacles that may hinder my efforts to become an effective coach include:

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Name ________________________________

Department____________________________

Address ______________________________

L.C.__________________________________

My personal action plan for the next three months(March, April, May):To improve my coaching skills, I plan:

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Action steps I will take to improve my coaching skills include:

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Obstacles that may hinder my efforts to become an effective coach include:

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Please complete this page and return to:Carolyn Gerich, Employee Relations, Crawford 304, LC 7047.


Rating My Supervisors Coaching Skills

Please indicate whether you agree or disagree with each statement. Please express yourtrue feelings - your responses will remain anonymous.

My supervisor: Agree Disagree

Frequently tells me how Im doing.

Gives me both positive and negative feedback.

Tells me what he or she expects of me.

Asks my opinion and involves me in decisions that affect me.

Keeps me informed about changes taking place in thedepartment/University.

Does not use threats or intimidation.

Acknowledges my extra effort with some type of praise orrecognition.

Takes the time to explain new procedures and makes sure I understand.

Provides the training and resources I need to do my job.

Treats me with respect.

Is not afraid to admit his or her mistakes or to say, Im sorry.


Examples of Feedback

Ineffective Effective

"Why can't you get these reports right?" "The report you submitted had some errors. Let 's talk about whathappened and how we can improve."

"What a dumb thing to say!" "I am unsure why you feel that way. Help me to understand."

"That is such an easy task, why can't youdo it?"

"Let's schedule a time to talk so I can get feedback on yourunderstanding of the process."

Coaching

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