7 key to coaching power

8/3/2019 7 Key to Coaching Power

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SevenKeys

for

Coaching

Power:An Application Handbookfor

Leaders on the FrontLine

Stella LouiseCowan


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HRD Press, Inc. Amherst Massachusetts


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Introduction ............................................................... 1

Why Coach? 3

Situations That Call for Coaching 4 The Return on Investment of 4

Stay Away from Coaching 6

Coaching Level/Capacity 7

Self-Evaluation Instructions 8So whats your 12When should you 13Coaching: A Multistep Process 14

Coaching Key #1: Stay Observant 1

Performance Coaching 15Career-Development Coaching 23

List ofTools......................................................................................... vii

Why Leaders Sometimes

Assessing Your Current

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SEVEN KEYS FOR COACHING

Coaching Key #2: Use Effective Tools andMethods.................. 27

Create a systematic tracking process .................28Use organizational reports

in coaching/development .................................29

Track application of traininginformation, skills, and behaviors ..................33

Use effective methods tosupport and track career development ...........36

Coaching Key #3: Call a One-on-One Meeting............................ 39

Preparation and Pre-Planning:Essential Elements..........................................39

Preparing for theOne-on-One Coaching Meeting .......................

40Two Sides of Human Interactions.......................41

Coaching Key #4: Call Attention to

Performance Behaviors.............................. 49

Providing Feedback .............................................50Providing Feedback: Practice..............................51

Use feedback to encouragegood performance.............................................54

Use positive reinforcement..................................55

Coaching Key #5: Explain Improvement Expectations............ 63

Improvement Expectations .................................64

Documenting and PreparingThoroughly ...........

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Documenting the Outcome of a

Coaching Session .............................................67

Informal Consequences .......................................68

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CONTEN

Coaching Key#6:

Support Commitment to

Development Actions 6

Six Essential Actions 69Additional Ideas/Tips 70

Coaching Key Stay 7

Plan to Stay Connected 76Implementation Planning 83

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Why Coach? Reasons for Coaching 5

Common Reasons for Avoiding Coaching 6Coaching for Success Self-Evaluation Tool 9 The Seven Keys for Coaching Power 13Work Situations That Might

Require 14

Coaching Key #1: Stay ObservantChecklist for Performance ...................................17

Worksheet: Is this aperformance coaching opportunity? ................18

Performance Coaching Opportunities ................20Performance Coaching Worksheet......................22Career-Development Coaching ...........................24Career-Development Checklist ...........................25

Coaching Key #2: Use Effective Tools and Methods

Employee Performance Monitoring Form ..........29Sample Performance

Incident-TrackingTool ....................................30

Sample Performance-Tracking Grid ...................31Worksheet: Training Application Coaching .......34Development-Support Ideas for Employees .......


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38

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Role Practice: Evaluation 60

Self-Evaluation 62

Coaching Key#5:

Explain Improvement ExpectationsPerformance Improvement Plan Worksheet 65

Coaching Key Support Commitment to

Performance Support: Action 72

Coaching Key#7:

Stay ConnectedTips for Staying Connected 76

Role Practice 77Coaching One-on-One Meeting Planner 79Role Practice: Evaluation 80Self-Evaluation 82Determining Your Roadmap to Success 83Development Planning Form 84

Coaching Key #3: Call a One-on-One MeetingCoaching Meeting Pre-Planning Resolutions..... 40Coaching Discussion Planner..............................44Meeting Debrief...................................................45

Coaching Action Plan ..........................................47

Coaching Key #4: Call Attention to Performance Behaviors

Four Elements for Performance Feedback .........50Suggested Feedback ............................................52Performance Feedback Worksheet:

TIPE Model ......................................................53

Role Practice ........................................................56Coaching One-on-One Meeting Planner .............58

Performance Feedback Worksheet:TIPE Model ......................................................59

Development

Actions


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Welcome to Seven Keys for Coaching Power, a quick-focus bookabout the power of coaching. Coaching is a valuable leadershiptool that can help your staff members improve their workperformance.

So, lets move on to the purpose of this book: to help youbecome a

Hall of Fame coaching success. Success is the key word here; itspells out the steps in the coaching model introduced in the bookand it is what you will become if you make effective use of thesetools and techniques:

Address staff performance improvement needs.

Help employees apply new learning back on the job.

Help employees implement their career plans.

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To get us started, lets explore why leaders need to be goodcoaches. The information in this section will give you a clear ideaof what coaching is and what skills it requires. It will also helpyou identify how effective you are as a coach. You will completeseveral inventories to assess your coaching level or capacity.

Lets start with square one: definitions. A leader is called uponto provide performance coaching, but also to provide training-application coaching and sometimes career coaching. Lets lookat three key definitions:

Performance Coaching:Helping employees improve performance by bringingattention to performance gaps, providing constructivefeedback, tracking actions to close the gap, and reinforcingpositive performance.

Training-Application Coaching:Helping employees apply information learned in trainingthrough positive reinforcement, modeling, demonstration,or guided instruction.

Career Coaching:Working with employees to refine and implement their

career plans by actively supporting their participation inappropriate development activities, and by willingly sharingtime, advice, knowledge, and experience.

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Situations That Call forCoaching . . .

Insufficient knowledge or understanding about jobresponsi- 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 ofCoaching

Lets be honest. The majority of us need to know how we willbenefit personally before we modify our behavior. The same istrue 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 youconsider them to be true.

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WHY

Reasons forCoaching

Coaching . . .

1. Makes a leaders job easier when employees build their skill levels.

2. Facilitates increased delegation so that a manager has moretime to truly manage

3. Enhances a managers or leaders reputation as adeveloper of their staff

4. Improves productivity when employees know what thedepartments goals are and how to accomplish them

5. Creates sharing of leadership responsibilities

6. Provides positive recognition and feedback, whichincreases staff motivation and initiative

7. Increases the probability that tasks will be completed in aquality way

8. Prevents surprise and defensiveness during performance reviews

9. Increases the innovation and creativity of your department,since employees feel good about taking risks

10. Improves team cohesion as a result of increased clarityaround goals and roles (department and individual)

11. Increases a departments overall skills and knowledge basewhen staff members participate in targeted career-developmentactivities

Coaching can do all of these things.

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Why Leaders Sometimes Stay Away fromCoaching

Are you inclined to avoid coaching? Well, you are not alone. There are many reasons why leaders stay away fromcoaching. Fifteen of the most common are listed on the nextpage. Check those that you feel most accurately apply to you.Use the additional space provided to list additional reasons whyyou avoid coaching.

Common Reasons for AvoidingCoaching

I stay away from coaching because . . .

1. I dont have time.

2. I fear failure.

3. I dont want to frighten or overwhelm a new employee.

4. Coaching does not feel comfortable.

5. No one coached me; I dont have a role model.

6. My staff is too large.7. Everyone on my staff should be able to figure out how

to do things on their own.

8. I doubt that my staff will be open to coaching.

9. No one on my staff ever asks for help.

10. Everyone on my staff is motivated, and no one needs

11. Everyones performance is pretty close to acceptable.

12. I dont want to make anyone on my staff defensive.

13.The work quality I expect is obvious; my staff shouldknow what to do.

14. Im not interested in whether my staff is developed or not.

15. My staff does not need career development; theexperience of doing the job well is development enough.

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WHY

Assessing Your Current CoachingLevel/Capacity

Greater self-awareness is a key to any development process, andthats what you have been doing as you engaged in the lastseveral activities. The self-evaluation on pages 911 takes thisprocess a step further. It helps you identify your current abilityto coach. You have to know where you are before you can plota path for improvement and move forward.

Read each statement on the self-evaluation and rate yourself

on the following scale: 0 = To No Extent, 1 = To a Little Extent, 2= To a Moderate Extent, 3 = To a Great Extent, and 4 = To aVery Great Extent. Be honest with yourself, and dont worryabout getting a highor perfect score. Remember: The purpose of this book is to helpyou understand your coaching style and to learn strategies andbehaviors that contribute to good coaching.

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Self-Evaluation Instructions

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WHY

Coaching for Success Self-Evaluation Tool

0 = To No Extent1 = To a Little Extent 3 = To a Great Extent2 = To a Moderate Extent 4 = To a Very Great Extent

0 1 2 3 4 Points

1. I am careful not to share information given in

2. I do things to build employees self-esteem.

3. I am good at reassuring employeeswho are insecure about performing a

4. I support employees efforts to take risks byreviewing their mistakes with them in the spirit

of lessons learned, and encouraging them totake on new/different tasks.

5. I balance empathy and directness inresponding to employees feelings aboutperformance problems. (Andy, while Iunderstand your frustration over the pressureto learn several new procedures, I cant ignore

6. I balance empathy and directness in

responding to employees feelings about awork-relationship problem (Eve, I can seeyoure upset by what you see as Bobsresistance to your ideas. I might feel the sameway in your situation. However, your feelings

are showing, and theyre starting to affect the

7. I support employees efforts to figure out asolution to a difficult assignment by explaininga process I might use and removing roadblocksthat are out of their control.

8. I help employees figure out a solution forhandling competing priorities by explaining theprocess I use and by reviewing the impact ofeach priority on the departments initiatives.

9. I give meetings with employees mycomplete attention, and avoid responding

(continued)

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Coaching for Success Self-Evaluation Tool (continued)


0 1 2 3 4 Points

10. I help employees feel secure about their abilityto solve problems by providing positivereinforcement and demonstrating how thingsmight be done.

11. I take into account employees abilities andskills when assigning projects.

12. I support employees efforts to apply to theirjob the information learned in training.

13. I provide employees with information abouttheir performance on a consistent basis.

14. I pay attention to employeesbehaviors

that suggest that they are questioning theirability to handle a particular assignment (e.g.,hesitation,procrastination, missed deadlines,

15. I provide employees with prompt

performance feedback.

16. I provide employees with targeted andspecific performance feedback.

17. I give employees balanced performancefeedback (what the employee needs toimprove and what the employee did well).

18. I make sure that employees clearlyunderstand whats expected of them whenI give them an assignment or project (thepurpose of the assignment, the deadline,and the anticipated outcomes or

19. I provide employees with key information andtools they can use to achieve the outcomes or

deliverables of an assignment.

(continued)

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WHY

Coaching for Success Self-Evaluation Tool (concluded)


0 1 2 3 4 Points

20. I encourage and challenge employees to setstretch goals (to learn a new task, take on anew project, cross-train for a different job,increase quality numbers, etc.).

21. I actively support employees efforts to reachstretch goals by meeting with themperiodically to review progress and providing

resources to support success.

22. I use the organizational tools available tome to track or monitor employees

23. I continue to check in regularly or semi-regularly with employees whom I havecounseled regarding performance.

24. I make sure employees understandany consequences related tocontinued poor performance.

25. I work with employees to develop andimplement a plan for improving performance.

Total Points

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So whats your score?

See where your skill level falls on the four-quadrant grid below.

Rookie (Score 075)

You have potential. Youre possiblyaware of performance gaps within yourstaff but havent looked at those gaps ascoaching opportunities. With practice,youll be ready for the pros.

All Star (Score 8695)

Youre hitting your stride and areapproaching Hall of Fame status. Youhave the talent to recognize coachingneeds and apply the right strategy. Youpractically throw a pass every time youidentify a coaching need or engage in

coachin .Ready for the Pros (Score 7685)

You have potential to be a coaching AllStar. Youre probably aware of coachingneeds among your staff, and to somedegree translate those needs intocoaching opportunities.

Hall of Fame (Score 96100)

Youre a role model for otherleader coaches. Youre quick on yourfeet when faced with performancebehaviors or attitudes that signal acoaching need. You know how to drawon and use organizational resources inaddressing coaching issues. Youreskilled at tracking performance afterinitial feedback sessions, andintervening as appropriate.

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WHY

When should youcoach?

Knowing when and how to coach is a key skill that is essential ifyou are to become a good coach. To master these two things,you need to know and apply the seven keys for coaching power.

The Seven Keys for Coaching Power

Key #1: Stay observant of your staff so that you canidentify coaching needs as soon as possible.

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 conceptslearned in training

Support refining and implementing an employeescareer plan

Key #4: Call attention to: Poor performance behaviors or actions through

targeted, incident-based feedback Problems with on-the-job application of training.

Use esteem-building, guided instruction, anddemonstration/

modeling.

Key #5 Explain any discipline steps or consequences thatmight result if the performance or behavior is notimproved or changed to satisfaction.

Key #6: Help employees take development action orimplement formal performance improvement plans.

Key #7: Stay connected by following up on progress andproviding additional feedback.

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Coaching: A MultistepProcess

As you can see, good coaching is a multistep process. It is alsopractical and straightforward. Each of the steps in the processwill be discussed in detail in the next several chapters of thisbook. Use the tips, worksheets, tools, and job aids included ineach section to help you apply the seven keys for coachingpower. Use the checklist below to determine coaching situationsyouve been in.

Work Situations That Might Require Coaching

Directions: Check any of these situations that you have been personally involved in.

Training and orientation of a new employee

Instructing an employee in a new job skill

Explaining the departments 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 departments goals, initiatives, 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

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PerformanceCoaching

If an employee approaches you with a specific problem,wonderful! Your role as a leader has just been simplified.However, what about those employees who never approachyou, even though you make it clear that you have an open-door policy? You may have to take the initiative, observingand responding to signals that indicate performance difficultiesas you see them.

Signals that indicateperformance 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

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Attitudinal signals that indicate performance difficulties:

Voice tone (weak, low)

Speech pattern (hesitation, slow)

Body language (closed)

Facial expression (uncertainty, confusion)

Engagement (lack of engagement, low energy, lowenthusiasm, limited involvement with others)

Thinking through a potential coaching situation is essential ifyou want to be a highly effective coach. With that in mind,use the checklist on the next page to pinpoint environmentfactors related to the coaching need. Thinking through thesituation and using the checklist to diagnose the need will helpyou select the right coaching tactics. Use the questions toevaluate actions youve taken in response to an ongoingcoaching opportunity.

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COACHING KEY#1: STAY

Checklist forPerformance

Yes No

1. Does the employee know what is expected of him/her?(specific performance quality and productivity standards)

2. Does the employee have the tools neededto perform the job?(computer headset, note-paper, special software, etc.)

3. Does the employee have the knowledge neededto do the task?(understanding how to use a telephone console, knowing goodtelephone etiquette, etc.)

4. Does the employee have the information needed to dothe task? (reports, directories, telephone numbers, policies,

5. Does the employee know the consequences of continuedineffective performance?

6. Has the employee received quality feedback on his/herineffective performance?

7. Has the employee receivedproper training in how to performthe task effectively?

8. Are the standards for the task realistic and attainable? (totaltalk time per call, number of calls completed per hour, etc.)

9. Are the expected deliverables for the project realistic andobtainable?

10. Are there roadblocks to effective performance that are out of the

employees sphere of control that affect performance? (i.e., anuncooperative person in another department who must providekey information, debilitating illness, etc.)

11. Have I given the employee positive reinforcement forperformance improvement?

12. Have I worked with the employee to develop a plan forperformance improvement?

13. Does the employee know how to use information or skillslearned in training on the job?

14. Does the employee know how to use tools on the job that were

provided in training?15. Are there positive consequences for good performance?

(verbal or written recognition, monetary reward, pay increase,scheduling flexibility, etc.)

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Worksheet: Is this a performance coaching opportunity?

Directions: Read the following five scenarios and determine whether or notthere is a need for coaching. Identify the behaviors, actions, or situation that drewyou to your conclusion.

Behaviors,actions, or

Yes No

1. Margo has just joined your staff.She has several years of

experience in telephone customerservice. She is also working part-time on her degree incommunications. Sheis eager to do a good job,and is excited about workingwith hernew team. You want to make

2. Dan has been on your staff fortwo years. He recently attendedtraining on the new proceduresfor documenting complex cases.Hes back from training, andyouve given him the

responsibility as the lead personfor handlin com lex cases.

3. Sally has been on your staff foreighteen months. She isdependable, and usually does agood job. Youhave been experimenting withgiving her increasingresponsibility. Although sheaccepts whatevertask/project you give her, younoticed that she isnt consistentlymeeting her deadlines. Also, sheseems a

(continued)

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Worksheet: Is this a performance coachingopportunity?

(concluded)

Behaviors,actions, or

Yes No

4. Harvey has been on yourteam for five years. He viewshimself as the resident expertbecause of his longevity. Heloves to answerquestions from the new members

of the team. In fact, heencourages them to seek himout when they cant handle acustomer situation.However, his answers are notalways right. In fact, hisperformance has been belowstandards for a while.

5. Bridgett is relatively new to your

staff. She is still in the six-monthprobationary period. She attendedthe required training for the job,and for the most part, her workhas been fine. But you havereceived a few customercomplaints about herfollow-through on situations thatcouldnt be resolved during thecustomers initial telephone call.Bridgett is expected toinvestigate the situation and callthe customer back. She alwayspromises to get back to thecustomer, but sometimes thatdoesnt ha en or doesnt

After you have jotted down some of your observations,consider discussing the same scenarios with a friend or colleague

to get his or her perspective on these real-world dilemmas. Then compare your observations and recommendations withthose provided on pages 20 and 21.

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Which of the five scenarios appearing on pages 18 and 19present opportunities to do some performance coaching? All ofthem, for different reasons. Compare your observations anddiagnoses with those below. Then go over each scenario to see ifthere are similar situational opportunities in your workenvironment.

Performance Coaching Opportunities

Margo

Margo is a new employee. You will need to make sure she is set up to succeed.Send her to any required training, and talk to her about the job expectations (i.e.,performance quality and production standards, work environment rules such assigning out for lunch, schedule for staff meetings). Make sure she has the tools andresources she needs (e.g., log on for the computer system, telephone directory)and knows how to use them. Also, share information about your leadership style(e. ., our a roach to team work).

Dan

Dan has just returned from training, and youve given him a new responsibility.Give Dan support in applying what he has learned to his job. Ask him what help orresources he needs and determine how you can provide what he needs. If heneeds a review on how to do a particular activity, demonstrate it for him. Spend afew minutes with him to find out how comfortable he is in his new role. To theextent that Dan needs it, build his self- esteem with positive reinforcement.

Sally

Sally is relatively new (eighteen months on the job). You have been givingSally an increased level of responsibility, but she has been missing deadlinesand appears frustrated, and her work quality has been falling. Make sure youexplain the requirements of every assignment you give Sally (i.e., whatsspecifically expected of her in terms of deadlines and quality). Ask her what youcan do to help her meet her deadlines. Find out what the roadblocks are thatprevent her from meeting her deadlines (e.g., lack of knowledge, poororganizational skills, low confidence). Work with her on removing those roadblocks(classroom training, on-the-job instructing, etc.). Monitor Sallys progress moreclosely. Set up a schedule for Sally to check in with you and hold informal chatstwice a week. Consider whether or not Sally is the best person for the assignments.

(continued)

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Performance Coaching Opportunities (concluded)

Harve

Harvey views himself as the department expert. He encourages new teammembers to come to him with customer situations they cant solve, but he is givingthem incorrect information in many instances. Hes also missing deadlines and notmeeting quality standards. You need to address Harveys self-appointed role ofexpert. Collect data on the number of incorrect answers Harvey has given outand the consequences (customer complaints, lost production, missedopportunities, re-work, etc.). Let Harvey know that while you appreciate hisgood intentions (to help), the result has been additional work and customercomplaints. Go over Harveys production and quality report with him and point out

specific errors. Discuss the impact of those errors. Be sure you point out anypositive things on the report, and commend him on the positive impact of those

Bridget

Bridgett is new to the job (in her six-month probationary period). She has been totraining, but youve received customer complaints about her work. Her follow-through is poor. Find out why Bridgetts follow-through is poor. Is it a weakness inher skill base? Does she lack some particular knowledge? Does she have the toolsand resources needed for the task and understand how to use them? Talk with herand talk with the customers who are complaining. Give Bridgett targeted feedbackon the things that have gone wrong, and the consequences of the mistakes.Compliment her on those things that she has done well. Partner Bridgett with amore-experienced, high-performing employee she can learn from. Have Bridgettspartner share how she/he manages deadlines and how she/he keeps the quality

high. Work with Bridgett on some specific improvement actions she canimplement, and meet with her periodically to track her progress. Encourage her

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Performance Coaching Worksheet

Directions: Use this worksheet when you are thinking through a potentialperformance coaching opportunity.

Summarize theperformance

roblem.

Specific behaviors,actions, or situations thatindicate a coaching need

What have you observed?

Has there been a change inwork quality? How long?

Have you received negativeinput from customers? When?What did it entail?

What have you observedrelative to behavior (e.g.,unengaged, low energy,hesitant speech pattern,expressions of confusion)?

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Career-DevelopmentCoaching

You must be able to recognize and identify employeesworkperformance gaps. This is essential if you are to get consistent,high- quality performance from your staff. As your staffs leader-coach, part of your job is to support them in reaching that high-quality level.

Career development is another key to your staffssuccess in reaching that high-quality level. As employees

engage in development(gaining new skills), your departments overall knowledge andskill base will also increase. Everybody wins. Other advantages:

Increased morale. As employees enjoy themomentum of learning new things and improving their skilllevels, their morale increases. You have shown an

interest in their careerdevelopment, which also builds morale.

Increased loyalty. When you set aside time for career-related development, employees see that you trust and

value them. They become more loyal to you and thecompany.

Shared training and coaching responsibilities. Whenemployees learn new skills and improve old skills, they areoften able to act as peer coaches or trainers.

Increased self-confidence among staff. Whenemployees expand their knowledge and apply what theylearn on the job successfully, they build confidence. Theyalso gain more self- and peer-esteem, as they are able tohandle detailed or more-complex work successfully.

Opportunities for creating newknowledge/expertise pockets in your department.

When you work with employees to target specificdevelopment areas and activities, you

strategically create job-knowledge experts in yourdepartment.


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Career-Development Coaching

When should you step in and offer an employee help incareer development? Here are ten signs:

1. The individual seeks time from you to review his/herbusiness case for engaging in career-developmentactivities.

2. The individual has attended the career-developmentwork- shop, but does not take the next step or appears

uncertain about how to put what was learned into action.3. The individual expresses a desire to take on more-

complex or unique tasks.

4. The individual asks about opportunities to assume adifferent role within the department.

5. The individual expresses uncertainty about what themost appropriate activity is for a specific developmentarea.

6. The individual expresses an interest in obtaining

financial help to return to college, but is not using thetuition reimbursement program.

7. The individual asks about internal programs or coursesfor professional development.

8. The individual shows an interest in moving up inthe department or division.

9. The individual shows remarkable potential in aparticular skill area (e.g., collecting, compiling, andanalyzing data) that is a key area in the department ordivision.

10. The individual has recently earned a college degree orcertification.

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Use this checklist when you are helping an employee developthem- selves professionally.

Career-Development Checklist

Directions: Check off the steps as you and the employee complete them.

Action Steps in Career Development Notes

The employee has attended the career-development workshop.

I have contacted the employee or the employee has contacted

me to set

up a meeting to discuss his/her development plan. I have met with the employee to discuss his/her business case for

the

specific development activities on the plan.

I have reviewed the employees plan within the context of the

following

questions:

Where does the employee need the most development?

What programs or courses are available internally fordevelopment?

How much is in the budget for training and development?

What are the departments needs now and in the future,

regarding skill and knowledge sets?

What are other people in the department doing fordevelopment to advance themselves?

I have helped the employee refine his/her plan by doing the

following:

Listening attentively to the employees point-of-view.

Having a two-way discussion with the employee on thepros and cons of the development options listed in his/herplan.

Reaching an agreement with the employee on whichdevelopment options to pursue.

Making sure that the agreement takes into account the

questions listed in the previous bullet.

Requesting that the employee submit a developmentoptions implementation calendar.

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Use effective tools and methods to track employeesperformance. The results provide support for your observations.Also, they give you specific information for targeted feedbacktothe employee. Targeted feedback tells the employee exactlywhat he/she did. The more targeted the feedback, the better. Thebottom line is you want to address the specific reason(s) for thecoaching situation.

Here are some examples of tools and methods: Computerized performance reports on production flow

Department performance standards

Customer surveys (telephone, focus groups, written) Work quality review Project plans Work summary reports (completed by employee)

Quality analyst (person responsible full-time for monitoringthe quality of employees work and providing feedback)

Critical incident reports

Production tracking/tally worksheet (completed daily orweekly by employees)

Performance review information

Training program post-test

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Create a systematic trackingprocess.

Use a systematic process to track performance. It needs to be aconsistent, fair, and reliable process that works with

existing organizational methods used for this purpose.However, try to be creative in instituting additional tracking toolsthat complementthe organizational methods.

Ask yourself these questions to help you improve yourtracking and monitoring efforts:

What organizational tools or methods are used totrack performance? Do I make maximum use of themfor coaching and development purposes?

Is my staff aware of and familiar with theorganizational methods used to track theirperformance? How can I familiarize or educate themabout these methods?

How can I make better use of the informationfrom these methods for performance-development

purposes (e.g., target areas for stretch goals)? How do I record performance observations? Do I

use a systematic, consistent, organized, purposefulprocess, such as a grid showing the performance situation,the persons actions, and the results of the actions?

What methods can I create to track performance?Make telephone calls to customers? Fill out critical-incidentreports? Manage by walking around?

How will I introduce these methods to my staff andgain their buy-in?

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COACHING KEY#2: USE EFFECTIVE TOOLS AND METHODS

Use organizationalreports in

coaching/development.

Use a form like the one below to monitor performance patterns.It can help you organize specific data about your staffsperformance that you can then translate into coaching

opportunities.

Employee Performance Monitoring Form

Organizational

Type ofRe ort

Ways I can use theinformation for coaching

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SEVEN KEYS FOR COACHING POWER

Use a chart like the one below to track specific examples ofpoor performance so that you have behavioral-basedinformation. This allows you to give targeted feedback forimprovement and development planning.

Sample Performance Incident-Tracking Tool

Performanc

eIncident

What was the job task orcustomersituation?

What happened?

What didtheemployeedo

Outcome

fromIncident

What happened as aresult of the way theemployee handled thesituation?

Did the customer expressor show dissatisfaction?

Was the customergiven wrong or

How Incident

ShouldHave Been Handled

What should theemployee havedone or said?

Why would thishave been better ormore effective?

What would theoutcome have been ifthe employee haddone this?

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Use a chart like the one below to track employee performance.

Sample Performance-Tracking Grid

Employees name

Client needorrequest

Timespent

oncall

Werethe

corrector rightquestions asked?

Wasclientsneed

interpreted

Was theinformatio

n givenaccurately

?

Wereappropriate follow-

up actionstaken?

(continued)

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Sample Performance-Tracking Grid (concluded)

Employees Name:

Totalcases

Averagetime

spent oneachcase

Average score

onqualityreviews

Averagecompleted casesper week

Commentsfrom

customers(surveys, etc.)

January

February

March

April

May

June

July

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Track applicationof

training information, skills, andbehaviors.

You must track performance under regular circumstances, butyou also need to track the transfer of training information or

skills to the job. You need to know how successful eachemployee has been in taking what he or she learned duringtraining and using it effectively on the job. This will help in threeessential ways:

Tracking helps you identify coaching needs promptly. Tracking can ease an employees anxiety about successfully

using what he/she has learned in class. Tracking increases the probability of successful learning

transfer and speeds up the time frame.

It is important that you help employees apply what theyve

learned, and you can do that with a simple learning-transfer tracking or implementation plan.

Essential Elements of anImplementation Plan

The point of tracking is to help your employees apply whatthey learned, so you will need to know these things:

What did the individual learn (specific information, skills,and behaviors)?

What is the time frame in which the individual should beable to perform the task at 100 percent?

How will you measure the individuals progress? How will you track the individuals progress? How will you help the individual progress? How will you build the individuals confidence that he or

she can succeed?

The sample plan on the next page outlines the kind ofinformation you need. Use the worksheet as-is or createyour own to track employee progress.


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Take a proactive approach, using the tool below, towardhelping employees apply what they have learned when theyreturn from training by devising a tracking system. The mostimportant part of training is applying the new concepts back onthe job.

Worksheet: Training Application Coaching

What did the employee learn? Information/knowledge (e.g.,

new disposition codes for calls,new procedures fordocumentation)

Skills (e.g., steps for creatingan automated data file forcustomer marketing profiles)

Behaviors (e.g., telephoneetiquette, such as saying thankou whenever the customer

What is the time frame for

performing the task at 100percent?

What does 100 percentperformance look like? (customerratings, quality and productionstandards, etc.)

Is the employee aware ofthese expectations?

Would a graduated performancescale be a ro riate? (If so, work

(continued)

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Worksheet: Training Application Coaching (concluded)

How will you measure progress?

What are the metrics and/ormilestones for measuringapplication progress?

Will you use a graduated scaleof performance?

What will it be based on? (thedifficulty of the task, the averagetime it has taken employees in thepast to get up to speed, the currentwork volume, customersatisfaction, etc.)

How will you track progress?

What process or techniques willyou use? (scheduled review ofwork, weekly quick-focusmeetings, bi-weekly e-mails or voice mails fromthe employee on his/her progress,

How will you help the individual?

What processes will youimplement? (peer mentoring,buddy system, designated periodfor observing/ shadowingexperienced employee, periodicfeedback, etc.)

How will you build theemployees confidence?

Possible ways include departmentcelebration at small or bigmilestones (such as reduced

inventory after applying a newprocedure), individual recognitionbased on customer feedback orour observations, etc.

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Use effectivemethods to

support and track careerdevelopment.

Career planning can be a powerful tool for developing andrewarding your staff, and for increasing your departments

knowledge or skill capacity. The result can be a boost to yourdepartments performance. To achieve this, you need to thinkstrategically. Identify the advantages for you, your department,and your staff. Use the suggestions on this page and the nextpage to help you develop your plan for supporting

and tracking career-planning needs. Theworksheet on page 38 is also a helpful source of information andideas.

Think strategically and look for mutual advantage.

Think about your departments big picture (vision,

products/ service produced, work distribution, etc.) andcreate a careerdevelopment strategy that takes intoaccount the entire departments needs. Think like thefootball coach who creates a game plan for the Sundaymatch: He considers the overall goal to win within thecontext of factors such as player strengths and weak-nesses, the other teams assets, and opportunities forplayers to gain experience or build skill that might pay off inthe future.

Think about the skills employees will need in the future to

do the job in your departmentnot just the current skillsthey need.

Think about ways to serve your customers better. Whatkinds of development activities will help you do that? Try to strike a balance between what members of yourstaff want to do for development and the activities

that will improve the departmentsability to serve customers.


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Think beyond training. Career coaching also means sharingyour thoughts, listening, giving advice, recommendingresources, and putting employees in contact with experts.

Think about training and development accomplishmentsthat will keep your department competitive.

Think about ways to work with your staff on application

plans for using what they learn (e.g., present at a staffmeeting, act as a peer coach, take a real work group totraining and use their experiences as a case example, etc.).

Think about ways to create a development time-niche inyour schedule for focusing on your staffs developmentneeds and options (e.g., two hours every other Tuesday).

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Share some of these ideas with your staff:

Development-Support Ideas for Employees

1. Start an answerto tough orunique situationsjournal.

2. Inquire aboutparticipation onspecialcommittees or

3. Articulate yourcareer expectations(to yourself and toothers).

4. Develop an internalcontact list/network.Ask yourself: Who doIknow? Who have I

worked for/reported to?Who have I contactedwith? Who have Iworked with on acommittee or workgroup?Who have I attendedtrainin with? Who

5. Develop anexternal contactlist/network. Thinkabout former co-workers, former

managers, collegeinstructors, collegeclassmates, andvolunteer groups.

6. Start a list of tips

that you find willmake your job easierandstill meetcustomersexpectations. Sharethe list with thedepartment.

7. Get a copy of andreview thecorporateorganizationalchart. Get copies ofand review thedivisions and the

departmentsorganizational

8. Review the resources,tools, and trainingmaterials in yourdepartment. Identifyways to useinformation from thematerials for your

development.

9. Think of a way toshowcase what youlearned in training/development activity e.g., present at astaff meeting, sharethe

high points throughan e-mail or voice mail.

10. Attend college day.Prepare questionsahead of time thatyoud liketo have answered, andask them of collegerepresentatives.Note the answers.Collect information.

11. Requestcatalogues fromlocal colleges, andreview them tofamiliarizeyourselfwith therequirements forprograms that

12. Contact HR forjob descriptions ofpositions that mightinterest you.Identifythe education,skills, andexperience gapsyou need to close

13. Contact local collegesby telephone forinformation on their

programs. Make anappointment to talk to a

14. Talk to HR abouttuition reimbursement.

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Call a one-on-one meetingpromptly to:

Address poor performance

Support on-the-job application of concepts learned in training

It is critical that you address performance issues or trainingapplications problems promptly, directly, and privately.

Preparation and Pre-Planning: EssentialElements

However, calling the meeting is only part of this essential step inthe coaching process. Preparation is the other part. Make sureyou are well prepared for the meeting before you hold it. When acoaching meeting does not go well, it is typically because theleader did not prepare sufficiently.

Plan out what you want to say or achieve and how you willrespond to the employees (potential) emotions. This is pivotal;everything that weve talked about so far relates to planning. Use

the list of resolutions on the next page to prepare for your nextcoaching session.

Additionally, this section includes two other job aids: aCoaching Discussion Planner and a Meeting Debrief. Use thesetools to help you build skill in conducting performance meetings.

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Preparing for the One-on-One CoachingMeeting

Make a commitment to prepare for your next coachingopportunity by taking the actions below:

Coaching Meeting Pre-Planning Resolutions

I will make sure I have developed a statement of the coaching sessionspurpose so that I will be clear about the purpose of my meeting with theemployee.

I will make sure I have defined the goals I hope to achieve in the coachingsession ahead of time so that I can explain them clearly in mymeeting with the employee.

I will plan out how many coaching sessions I believe I will need to achievethe goals.

I will focus my pre-planning review on the employees performancebehaviors that can be measured. I will do this to make sure Iconcentrate on measurable behaviors and measurable actions forimprovement during my meeting with the employee.

I will review the department work standards (quality and quantity) and theemployees past performance relative to those standards.

I will review the current facts and events, as well as the employeescoaching and development profile.

I will review the employees performance data/information that covers theperformance period related to the coaching need.

I will be prepared to provide positive feedback, as well as feedback forimprovement.

I will give the employee advance notification of the time and place of themeeting.

I will determine whether or not there are obstacles preventing theemployee from performing that are out of his/her control (training, worktools or resources, etc.).

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COACHING KEY#3: CALL A ONE-ON-ONE MEETING

Two Sides of HumanInteractions

Coaching for high performance involves paying attention to bothsides of the interactiontask actions and interpersonalactions. Its like trying to balance a scale: You need to deliverinformation (improvement needs, corrective action plan,etc.) and then complete your task. However, you also need toconsider the employees repetitive interpersonal needs.

TaskActions

The task actions refer to the chronological steps you need totake and the information you need to share to ensure that themeetings purpose is accomplished. The planning tool on page44 provides a framework for thinking through both

the task and interpersonal sides of

conducting a coaching meeting: what you want to achieve, aswell as how you expect to achieve it.

InterpersonalActions

Obviously, it is important to get your information across whenconducting a coaching meeting. However, it is also critical todo so while maintaining the self-worth of the employee. Strike abalance between the two during the meeting. Interpersonalactions refers to the ways that you meet the employees need forrespect and value. Respect is a universal human need, andshowing respect must be part of a leaders core principles.Employees will not likely respond to coaching if they are notrespected and made to feel of value.

Two key elements of interpersonal actions that help achievethis are a set of core interaction principles and communicationskills.


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Core InteractionPrinciples

Here are some key principles forinteraction:

Acknowledge comments.

Use varied words for acknowledgment and/or positiveaffirmation

(You did a good job. I appreciate your effort. Well done.) Make good eye contact.

Use positive behaviors.

Use empathetic statements. (I can understand yourfrustration over handling such a large volume of calls due tothe recent high turnover.)

Demonstrate active-listening skills.

Avoid interrupting.

Use your body language as a nonverbal communication tool.

Remain alert to the employees body language.Communication

Effective communication can be a tremendous asset forsupporting a successful coaching meeting. Here is an overview ofsome key principles relative to communication.

Verbal communication refers to the words people sayor the message they deliver. It includes the rhythm andpattern of the spoken words, such as emphasizingparticular words, shouting, or speaking rapidly. Rhythm and

pattern are used for dramatic effect or punctuation.

Nonverbal communication refers to all the non-spokenmove- ments or actions used with the message. Nonverbalcommunica- tion is a very powerful form of communication;people tend to believe what they see more than whatthey hear when the


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two contradict each other. For example, if you say you arelistening and are interested in what an employee is sayingbut you are looking at your watch and tapping yourfoot, the employee will likely conclude that you are notinterested.

Active listening is using ones face and body to signallistening. It is a facet of nonverbal communication. In active

listening, we also reflect back to the person speaking whatwe think we heard.

Door openers are important tools for active listening. Theyencourage input/participation, and also help affirm theworth or value of the involvement of the employee.

Verbal DoorOpeners Oh.

Tell me more about . . .

Describe . . .

Explain . . . I see . . .

Help me understand . . .

How did . . .

Body-Language DoorOpeners Facial expressions (smile, eye contact, eyebrow

move-

ment,etc.)

Moving or leaning toward the speaker

Movement of shoulders, hands, or arms

Head-nodding


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Coaching Discussion Planner

TaskActions

(1) Describe the purpose and expected

outcomes. (2) Address questions or

concerns.

(3) Provide the performance information/data.

(4) Present the development plan ordisci linar action.

Interpersonal Actions

Respect and value

Two-way communication

Understand

Listen

Body language

Describe the meetings purpose and desiredoutcomes. Describe the order in which themeeting will be conducted. (First, we willreview the overall results of your qualityevaluations for the past month. Next, we willfocus on two specific areas requiring

Identify opportunities to useinterpersonal actions to set themeeting tone and make theemployee feel comfortable orreduce anxiety.

Address questions/concerns about thepurpose and/or desired outcomes. (Whatquestions do you have before we moveforward?)

Make sure there is clarity regarding

Identify ways to useinterpersonal actions toencourage the employeesparticipation, where appropriate.

Provide the background information, data,and facts related to the performance issue.

Provide details on the specific errors thatneed to be corrected.

Review the appropriate performance records.

Identify ways to useinterpersonal actions togenerate a two-way exchangeof information or ideas.

Deliver the meetings information.

Verify understanding of the

information. Determine if actions are

required.

Discuss the appropriate improvement

options. Identify resources for the actions.

Set deadlines for completion of the

Identify opportunities to useinterpersonal actions to supportthe employees commitment toimprovement planning.

Recap the meetings outcomes.

Check for unanswered questions or concerns.

Identify how interpersonalactions can support a smoothconclusion to the meeting.

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MeetingDebrief

Directions: How effective were you at handling the coaching session? Use this setof reflection questions to assess your own performance after a feedback session.Review key actions as if you are a coach viewing a videotape of a game to getready for an upcoming match.

Yes No

1. Did I explain the purpose of the meeting?

2. Did I ask for questions to clarify whether or not theemployee understood the meetings purpose?

3. Did I use verbal door openers (Tell me more . . . Pleasedescribe . . . Can you explain . . . I see . . .) to build rapportand encourage two- way communication.

4. Did I use body language door openers (head-nodding, shouldermove- ment, smiling, making eye contact) where appropriate tobuild rapport and encourage open communication?

5. Did I explain the order of the meeting items/discussion points?

6. Did I give the employee time to confirm/clarify his/herunderstanding of the information I shared? (Before wecontinue, what questions do you have?)

7. Did I use open-ended questions to involve the employee andverify his/her understanding as the meeting progressed?(What other way do you think you could have addressed . . .?)

8. Did I ask the employee for input on steps to take forimprovement? (What is one action that you can take to makesure you respond to all of a callers questions?)

9. Did I practice active listening?

(continued)

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Meeting Debrief(concluded)

Yes No

10. Did I provide positive feedback with the feedback forimprovement? (You did a good job of calming the caller down.)

11. Did I take time to mentally review feedback/comments Ireceived from the employee before responding? Did I refrainfrom making assumptions or pre-judgments?

12. Did I help the employee identify resources needed toachieve the improvement goals?

13. Did I get agreement on implementation of specificimprovement actions?

14. Did I get commitment on dates for completion ofimprovement actions?

15. Did I set up a date and time for a follow-up meeting?

16. Did I thank the employee for his/her cooperation and

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Its important to reflect on how you handled a performancemeeting, but be sure you also create an action plan to furtherdevelop your feedback and communication skills. Use thisworksheet to identify and plan for areas youd like to enhance.

Coaching ActionPlan

A. What did I do well? What would Irepeat? Why would I repeat it?(Why was the action, behavior, orstatement effective?)

B. What would I change? Whywould I change it? (Why was theaction, behavior, or statementineffective?)

C. Did I identify any areas that can be improved? Check those areasthat 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

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Call attention to specific performance behaviors. This isespecially important if there is poor performance or theemployee does not seem to be able to apply to the jobinformation/skills learned in training. It alerts the employee tothe fact that there is a concern, and it also shows him/her thatyou care. In this section, we will look at performance feedbacktechniques.

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Four Elements for PerformanceFeedback

Targeted, Incident-Based, Prompt, andEven (TIPE)

Element SampleFeedback

Statement

Margaret, when you told thecustomer that you werentresponsible for him beinggiven incorrect informationlastweek, he kept repeating, Istill want an apology. Ittook nearly a minute forhim tocalm down. You could haveapologized for thecustomers inconveniencewithout accepting blame

by saying,I am sorry for yourinconvenience. And Icanunderstand that youre

Targeted Identify the particular behaviorsand/ or actions of the employee

(i.e., what the employee said ordid that was ineffective/incorrect,or what the employeeomitted/failed to do.) Also, indicatewhat happened as a resultof the behaviors or actions.

Incident-Based

Focus on a particular performancesituation (e.g., a single customertelephone call or service

Prompt Give the feedback as close to thetime of the incident as possible.Feedback is a lot more powerfulwhen the incident is still in recent

Even Tell the employee what he/sheneeds to improve or change, aswell as what he/she did well.

ProvidingFeedback

Lets practice

. . .

Think about a situation when you had to give feedback. Write aneffective feedback statement. Remember TIPE (Targeted,Incident- Based, Prompt, and Even). Try it.

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COACHING KEY#4: CALL ATTENTION TO PERFORMANCEBEHAVIORS

Providing Feedback: Practice

Directions: Write feedback statements for the following two situations. Eachwill probably require more than one sentence to completely address the issues. Besure to include all of the feedback elements.

Three months ago, you assigned Mark, a goodperformer, to represent your unit on the

Marketing Operations Reengineering Team.Yesterday you received a second complaint thatMark has a habit of being late for the teamsFriday morning (7:00 a.m.) strategy meetings.He has been as late as twenty- five minutes.The strategy meetings are very important. Also,everyone on the team has a busy schedule. Thetwo employees who complained feel that it isour res onsibilit to talk with Mark.

Jane is new to your team. She takes pride ingetting the job done fast (often ahead ofschedule). Most of the time, she followsprocedures. Everyone, including Jane, hasreceived training on the procedures, but

sometimes in her eagerness to finish quickly, Jane follows her own procedures. This hascaused a problem with one of the departmentsthat acts as a supplier to your unit. The leader ofthat department said Jane did not take time toenter the inventory numbers manually when thesystem was off-line. This caused a mix-up with a

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Here are some ways you can structure your feedback if youare the supervisor/manager in a similar situation.

SuggestedFeedback

Three months ago, you assigned Mark,a good performer, to represent yourunit on the Marketing Operations

Reengineering Team. Yesterday youreceived a second complaint that Markhas a habit of being late for the teamsFriday morning (7:00 a.m.) strategymeetings. On two occasions, he wastwenty minutes late. The strategymeetings are very important. Also,everyone on the team has a busyschedule. The two employeeswho complained feel that it isyourresponsibility to talk with Mark.

Mark, I appreciate you representingour unit on the reengineering team,and thanks for keeping up with your

regular assignments while doing so.Im sure its achallenge. Ive called you here today totalkabout feedback I received regardingyour participation on thereengineering team. It has come to myattention that you havebeen twenty minutes late on more thanone occasion for the teams strategymeetings. Some members feel that this

Jane is new to your team. She takespride in getting the job done fast (often

ahead of schedule). Most of the time,she follows procedures. Everyone,including Jane, has received trainingon the procedures, but sometimes inher eagerness to finish quickly, Janefollows her own procedures. This hascaused a problem with one of thedepartments that acts as a supplier toyour unit. The leader of thatdepartment said Jane did not taketime to enter the inventory numbersmanually when the system was off-line. This caused a mix-up with ashipment.

Jane, I like your enthusiasm forgetting the job done quickly. You

obviously have a real commitment tothat. Still, sometimes you followprocedures other than the establishedones. While I commendyour desire to get the work done, Icannot ignore the complaints from ourcustomers and suppliers. Mostrecently, there wasa mix-up on a shipment, because youdid not manually input the inventorynumbers when the system was down. Iwant usto work together on this. How can I helpyou use your commitment to speed,

while makin sure ou dont create

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Performance Feedback WorksheetTIPE Model

Element Practice statementorResponse toSituation

Targeted What were the particular behaviorsor actions? (Be specific.)

Incident-Based

What was theperformance situation?

Who was involved?(customer, anotheremployee, etc.)

What were the outcomes ofthe behaviors or actions? (iratecustomer, missed deadline,

Prompt When did the incident occur?

Was this the first time thistype of situation occurredwith this employee?

If no, when were theother incidents?

Even How can you combine feedbackabout what needs to improve, alongwith what was done well?

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Use feedback to encourage goodperformance.

The examples on the previous page have to do with poorperformance situations, but feedback can also be used toencourage continued good performance. You want employees toknow what they are doing well so that they can repeat it. So, beobservantof good performance and reinforce it. Reinforcing goodperformance or behaviors sets a positive tone in your workenvironment, and sends the message that you are not simplypreoccupied with finding mistakes.

Here are some examples of positive feedback statements:

Marion, when you agreed to act as the on-the-job mentorfor the two new employees who are being trained, it freedup my time. As a result, I was able to finish compiling thecustomer survey results and meet my deadline. Also, youdid a good job of getting the two new employees up tospeed quickly. Thank you.

Bill, your customer satisfaction rating is above 90percent for the third month in a row. Thank you for yourcommitment to high customer-service

standards. Your hard work hascontributed to the departments steady reduction in thenumber of customer complaints about our service receivedby the division vice president. Great job!

Note how specific these statements are inmentioning the positive actions and how they benefit thecompany. Now think about a current opportunity to givepositive feedback. Write a positive feedback statementthat contains all the specifics:


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Use positivereinforcement.

We have talked about calling attention to poor performance andthe critical value of giving targeted, incident-based, prompt, evenfeedback. Feedback is also a useful tool in helping employeesapply new information, skills, and behaviors back on the job.Positive reinforcement is also very powerful; it buildsconfidence and self-esteem. You call attention to the behaviorsthat you want the employee to repeat.

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 thenature of the situation. Sometimes it is best to space out thereinforcement actions so that the reinforcement does not lose itspotency. Use it judiciously, and make sure it fits the situation.Additionally, vary the type of reinforcement you use unless yousee that an employee is more motivated/satisfied with oneparticular type.

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RolePractice

This next activity gives you an opportunity to put together whatyou have learned so far. You will be using the role-practicetechnique to practice applying the first four coaching keysoutlined in this book to a realistic work situation. Role practicedone with a partner in a comfortable environment allows

individuals to improve their skills and become more confident inusing them back on the job.

In this activity, you will work with a partner and a specificcase scenario to address problems with a particularemployee in yourdepartment. You will each take turns playing the part of themanager, Chris Streeter.

To prepare for the role play, go over the items in theCoaching

Meeting Pre-Planning Resolutions (page 40) and theCoaching

Discussion Planner (page 44). The feedback tips on page 50 willalso help you prepare for the role.


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CASESCENARIO

The Department Manager: ChrisStreeter

You manage three customer-contact departments. You have a total staff ofseventy-two people, including three supervisors. Irene DeMarko has been on yourteam (the catalogue sales department) for three years, and has produced good-

quality work. Irene is in her early thirties and is very smart and energetic. She isalso very careful with every task she handles.

Irene has advanced quickly and successfully through several jobs in theorganization. Each of the advancements brought her new responsibilities. Irenealways managed to conquer the new responsibilities with flying colors. She startedin the mailroom, moved to the receptionist desk, and then to customer service.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 otherpeople. Additionally, she interacts with severalother departments and occasionally with top leadership. One of Irenes primaryresponsibilities is to prepare the divisional quarterly report on customer inquirytrends and satisfaction levels. However, things are not currently going well.

You like Irene personally. Shes focused and efficient. But you have seen her tobe very pushy (bordering on being rude) with other team members when she

wants her way. You have chosen to turn a blind eye to Irenes behavior andattribute it to her eagerness to getthe jobdone.

On the surface, Irene does not seem to care if she is well-liked or not. Lastweek, she yelled at Judy (her right-hand person) when Judy expressed uncertaintyas to whether or not she would be able to finish a report early.

You have been receiving negative feedback about Irene. In summary, someemployees have described her as rude, impatient, and arrogant. Although Ireneis very efficient atcollecting and compiling the customer data, you are concerned about herinterpersonal actions. Her groups morale and overall output have been declining.

You are certain Irene does not view herself as others do. You have chosentoday for your one-on-one meeting with Irene. How will you start the meeting?

Here are some questions to think about as you readthe case scenario:

What did you observe relative to the employeesbehaviors 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


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wording)?

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Write what you would say to Irene in a one-on-one meeting:

Coaching One-on-One Meeting Planner

TaskActionsWhat do you

InterpersonalActions How do you

want to deliver your

Key questions to think about:

Why are you callingthe meeting?

What will theemployee get fromthe meeting? (walk

away with, learn,have to act upon,etc.)

In what order will youdeliver the information?

How will you endthe meeting?

What needs to happenafter the meeting?

Who will be responsiblefor what?

How will you make surethat commitments arekept?

Key factors to think about:

Think of ways to buildrapport (thank theemployee for attending themeeting, use theemployees name, listen,use open body languagesuch as head-nodding).

Determine how you willhandle the emotionalside of giving andreceivingdevelopmentalfeedback.

Keep in mind theimportance of making

communicationtwo-way. Listen and askopen-ended questions(What happened afterthat?),verify understanding (What

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Performance Feedback Worksheet: TIPE ModelTargeted, Incident-Based, Prompt, and Even

Element Practice Response

Targeted What were the particular behaviorsor actions? (Be specific.)

Incident-based

What was theperformance situation?

Who was involved?(customer, anotheremployee, etc.)

What were the outcomes ofthe behaviors or actions? (iratecustomer, missed deadline,incorrect information in a report,etc.)

Prompt When did the incident occur?

Was this the first time this typeof situation occurred with thisemployee?

When were the other incidents?

Even How can you combine feedback

about what needs to improve andwhat was done well?

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Role Practice:Evaluation

Directions: Evaluate your role practice partner by checking off what he/she didacting as the manager.

TaskActions

Described the purpose and

expected outcomes. Addressed questions or concerns.

Provided theperformanceinformation/data.

Presented the developmentlan or disci linar action.

Interpersonal Actions

Showed respect and value.

Used two-way communication.

Showed understanding.

Used active listening skills.

Used positive body language.

Describe

The manager described the

purpose ofthe meeting, reviewed theperformance

issues, and identifiedimprovement actions.

The manager indicated what he/sheexpected to achieve for him-/herselfand for the employee by the endof the meeting (such as gained a

What did the manager say or do tocommunicate respect and value(make good eye contact and thankthe employee for attending themeeting, etc.)?

Address

The manager asked the employee if

he/she had questions about themeetings purpose of the meetingor expected outcomes beforecontinuing with the meeting

(What questions do you havebefore we continue?).

The manager addressed the

employees

questions before continuing.

Did the manager use active

listeningskills?

Did the manager balance

empathy

(recognition of a persons situationand feelings) and directness?

Empathy: I can appreciate thatyou feel frustrated by thepressure to learn the many newchan es.

(continued)

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Role Practice: Evaluation (concluded)

Provide

The manager provided and

explainedthe information/data regarding

theperformance problem.

The manager verified that the

employeeunderstood the information/data.

Did the manager say or do

things tocreate two-way communication?(asked open-endedquestions, maintainedgood eye contact,

provided additional information, etc.)

Did the manager effectivelyuse his/her body language as acommunication tool andavoid makin distractin

Present

The manager presented the details

ofthe performance improvement plan ordisciplinary action.

The manager verified that the

employeeunderstood the specifics of theimprovement plan ordisciplinary action.

The manager reviewed the next

steps or

follow-up actions.

Did the manager say or dosomething to gain commitment forthe improvement plan or to reachagreement? Specify.

Examples: Involve the employee bymaking the communication two-way.When people are involved, they are

more receptive or have greater buy-in.Show understanding. This can helpdefuse high emotions.

Conclude

The manager reiterated the

outcome(s)

of the meeting (understanding of thepurpose, agreement on actions, etc.).

The manager checked forunanswered questions or concerns.

The manager verified the follow-up

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Use this tool to evaluate yourself after the role practiceactivity or other skill practice.

Self-Evaluation

A. What did I do well? What would Irepeat? Why would I repeat it?(Why was the action, behavior, orstatement effective?)

B. What would I change? Whywould I change it? (Why was theaction, behavior, or statementineffective?)

C. Did I identify any areas that can be improved? Check those areasthat 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

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Staying observant, using appropriate tools to track performance,and calling attention to performance problems are only part ofthe picture. You must also explain the improvementexpectations to the employee, as well as the consequencesof continued poor performance. The purpose is to make theemployee completely aware of two things:

The specific improvement actions that are expected ofhim/ her (Example: a certain increase in productionnumbers, 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 toimprove his/her performance so that formal consequences canbe avoided. You want a positive outcome. Achieving that is thefocus of this book.

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ImprovementExpectations

It is essential to spell out what you expect the employee toimprove. Work with theemployee to reach

agreement on the specific improvementgoals and on the improvement schedule. (This act ofcollaboration is essential to getting full

commitment fromthe employee.) Equally important,make sure there is clarity regarding whats expected of the

employee for improvement. Write it down. Create animprovement plan (see the sample plan on the next page). Also,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?

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COACHING KEY#5: EXPLAIN IMPROVEMENT EXPECTATIONS

Use this worksheet to design a plan of action for performanceimprovement. Remember to make improvement actionsmeasurable. Also, designate specific dates for revisiting the planand assessing progress.

Performance Improvement Plan Worksheet

Current PerformanceLevels (number oftelephone calls perday, customersatisfaction rating,etc.

Specific ImprovementGoals for thisPerformance Situation

Resources or ActionsNeeded to Reach Goal(s)

1.

Demonstration/modelingof task or behavior

Peer coaching

Training

Review of procedures

Scheduled review of

work (e.g., daily, weekly,monthly)

Scheduled one-on-one

discussion of work(e.g., daily, weekly)

Positive reinforcement

Reference materials

Access to resource

materials (contact lists,reference books,organization chart,etc.)

2.

3.

4.

5.

(continued)

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Performance Improvement Plan Worksheet (concluded)

Improvement Goal No.StartDate

Progress ReviewEnd Date orCompletion

Date

1.

2.

3.

4.

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COACHING KEY#5: EXPLAIN IMPROVEMENT EXPECTATIONS

Documenting and PreparingThoroughly

Sometimes a performance situation requires more than just goodcoaching. Make sure you are well versed in your organizationsformal consequences before you discuss them with anemployee. Also, you need to:

Keep an up-to-date, detailed record of these one-on-onemeetings.

Keep excellent documentation of specific incidentsregarding performance. File information related to thesituation, such as e-mails, letters, memos, meeting notes,transcripts, development plans, performance reports, andcustomer surveys.

Prepare well for meetings to discuss expectations andconse- quences. Use the Coaching Discussion Planner (page44) and Meeting Debrief (page 45) to help you think

through what you will say. Also, considertheinterpersonal aspects of the

communication. Be prepared for the emotional tempo of themeeting.

Documenting the Outcome of a CoachingSession

Documenting the outcome of each coaching session you have

with an employee is extremely important. Keep excellentrecords as you and the employee progress through the varioussteps. Use whatever system works best for you if yourorganization does not have any official forms or processes. Tools like the Coaching Discussion Planner, the PerformanceFeedback Worksheet, and the Meeting Debrief can help youcreate a sound documentation file. Make use of them.


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InformalConsequences

Every leader of an organization has informal ways ofgetting employees to address performance problems. They canbe just as powerful as formal actions. The key is to use them asfairly, consistently, and judiciously. Always balance the situationwith the consequences. Ask yourself these questions.

What is the impact of the situation?

How has the employee responded to previous coachingaround this situation?

What are all of the options for informal discipline?

Use informal consequencesequitably.

Remember, whatever informal consequences you use will setprece- dent. Be sure you are fair and consistent with everyone.

Here are some examples of informal actions:

Withdrawal of perceived special privileges, such asflexible work start time or choice of assignments.

Disqualification from perceived growth opportunities,such as participation on a special work team having highvisibility.

Can you think of any other informal consequences?

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You must, of course, discuss incidents of poor performance withthe employee, but you must also help develop and implementthe action plan by guiding the employee through the process ofchanging the behavior or performance. However,

the employee is ultimately responsible formaking the necessary changes; despite the best coachingefforts, some situations will lead to formal consequences.

This step is also closely linked to Coaching Key #3Call aOne-on- One Meeting. Your actions during the one-on-onemeeting lay the

groundwork for the kind of support you will provide. Use theMeeting

Debrief checklist on page 45 as a guide for creating an outlinefor the support.

Six EssentialActions

To summarize the key points in the Meeting Debrief pertaining to

development support, remember six essential actions:1. Seek2. Recommend

3. Agree4. Track5. Remove6. Reinforce

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Seek input and information from the employeeregarding his/her view of the problem and possiblesolutions.

Recommend solutions or actions based on yourassessment of the situation, knowledge of the employee,understanding of how the employees work fits into the bigpicture, and knowledge of the departments deadline andresource issues.

Reach agreement with the employee on what specificactions he/she will take, how those actions will contribute toimproving performance, and when those actions will becompleted.

Track progress on the employees success in improvingper- formance and make necessary adjustments incollaboration with the employee.

Remove roadblocks to performance improvement thatare out of the employees control.

Reinforce behaviors that support performance improvement.

AdditionalIdeas/Tips

Some managers find a special commitment calendar useful forkeeping track of what they have agreed to do for anemployee. Try using one regular-sized calendar per employee(or a wall-sized calend

7 key to coaching power

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