Coaching:
Bring Out the Best in Your Employees
Supervisory Briefing Session March 2001
Presented by:
Carolyn Gerich, PHR
Employee Relations Specialist
Did You Know?
It costs 1.2 to 2.0 times the average salary to replace
an exempt position.
(Example:
$35,000 X 2.0 = $70,000)
It costs 0.75 times the annual salary to replace a nonexempt position.
(Example:
$25,000 X 0.75 = $18,750)
Inefficiency of the terminating employee results in six
months of non-productivity.
To achieve maximum efficiency an employee needs to
be in a position for an average of 13.5 months.
The American Society for Training and Development, Taylor (1993).
CWRU SBS: Coaching
What is coaching?
A directive process in which a manager trains and orients an employee as a
newly hired team member.
An ongoing process designed to help the employee gain greater
competence and overcome barriers to improving performance.
A process in which supervisors and employees identify, develop and reach
performance goals together.
How can coaching help you? Your team?
Creates a change in behavior to motivate an employee to go from where they
are 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.
CWRU SBS: Coaching
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.
TIP:
When employees demonstrate behavior that may be difficult to deal with,
coaches overcome the objection by explaining why a behavior change is
necessary and how the employee can benefit from it!!
When is coaching appropriate?
When an employee has the ability and knowledge to succeed but
performance 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.
CWRU SBS: Coaching
What are the differences between training, counseling and
coaching?
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 to
affect) 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
CWRU SBS: Coaching
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.
CWRU SBS: Coaching
Identifying a Performance Problem
CANT DO
WONT DO
Believe they know it all
Have knowledge but
lack skill after thorough Poor listening skills
instruction
Unhappy with duties/
Not enough time
responsibilities of the job
Wrong training materials
Ensure the proper
materials are provided.
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DOESNT KNOW HOW TO DO
Lack of instruction or training
Improper or lack of feedback
Recognize good work if
Training/retraining may be
appropriate.
needed.
Provide a job reassignment.
Disciplinary action
(contact ER).
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. (Most
Damaging)
Can lead to employees avoiding their supervisor.
3. Advice. Identifies behaviors or results that are highly regarded and often specifies
how 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 immediately
after 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 reduce
defensiveness, 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.
Be prepared for feedback.
Do not get defensive.
Ensure understanding and ask if clarification is needed.
CWRU SBS: Coaching
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's
words. 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.
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A Checklist of Common Pitfalls Managers Fall Into
4
Performance trends were not analyzed to determine the real problem.
Communication is not clear to employee on what is expected from them to
improve their performance.
Lack of data to support manager's view.
Exhibits a personal bias.
Inflexible to possible solutions.
Loses control due to the employees reaction.
Defensive when questioned for specific examples.
Fails to listen to the employee as to why the performance problem is occurring.
Does not solicit the employees suggestions or solutions.
Fails to keep documentation.
Fails to follow-up and reinforce improved/deteriorating performance.
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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.
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Tips on Preparing for a Successful
Face-to-Face Coaching Session
P
P
P
P
P
P
P
P
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Think about how many sessions you will need to conduct to ensure you have the
employees trust and confidence.
When you tell the employee you want to meet with them, be clear on the reason
you want to meet with them.
Tell them the time and place of the meeting.
Allow for at least 30 minutes. If it takes longer, schedule a follow-up discussion
as soon as possible.
Remove all distractions (the phone, visitors) from the meeting place.
Remove all physical barriers between yourself and the employee. Try not to sit
behind your desk.
Write what you plan to say and rehearse it.
Take notes to document the session.
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.
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The Coaching Session
1.
Describe the problem and your expectations
Focus on what you observed:
2.
3.
4.
5.
Speed
Quantity
Accuracy
Thoroughness
Timeliness
Gain agreement on the performance concern/issue
4
Listen with an open mind.
If you do not agree, provide more detailed feedback from your
observation of their performance.
Discuss the situation until you agree on the problem and the impact
it has on the University and others.
Develop solutions together
4
Explore different solutions to solving the problem together.
Let the employee take an active role in solving their own
performance concern or issue.
Agree on an action plan
4
Ask them to outline a plan for putting the solution into action.
Confirm understanding by having them communicate the plan to
you.
Determine when you will follow up
4
Set up a date and time to discuss the progress.
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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 shortterm.
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 or
circumstance.
b) What What did you observe? How was it different from what you
expected?
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.
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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 attitude
problem?
DONT FORGET: Meet with the
employee in private. Make sure body
language, tone of voice, and specific
examples are clear and consistent
about the seriousness of the situation.
How do you coach a problem employee?
DONT FORGET: Documentation is
important in the Youre not getting the
message cases. You will need
documentation if the situation doesnt improve
and you have to take further action.
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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: New
York.
Minor, Marianne. (1996). Coaching and Counseling: A Practical Guide for Managers
and Team Leaders, Crisp Publications, Inc.: Menlo Park, CA.
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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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______________________________________________________________________
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Action steps I will take to improve my coaching skills include:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Action steps I will take to improve my coaching skills include:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Obstacles that may hinder my efforts to become an effective coach include:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Please complete this page and return to:
Carolyn Gerich, Employee Relations, Crawford 304, LC 7047.
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Rating My Supervisors Coaching Skills
Please indicate whether you agree or disagree with each statement. Please express your
true feelings - your responses will remain anonymous.
Agree
Disagree
My supervisor:
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 the
department/University.
Does not use threats or intimidation.
Acknowledges my extra effort with some type of praise or
recognition.
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.
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Examples of Feedback
Ineffective
Effective
"Why can't you get these reports right?"
"The report you submitted had some errors. Let 's talk about what
happened 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 you
do it?"
"Let's schedule a time to talk so I can get feedback on your
understanding of the process."
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