MPCR 1

Module 4:
Managing
Performance
and Coaching
for Results
Workshop Objectives
Terminal Objective
By the end of the 2-day session the

participants will be able to use coaching in
their work setting to enhance performance
of their unit and subordinates.
3
Enabling Objectives
1. Discuss performance management
2. Describe the SPMS, its framework and its use
3. Describe the GROW model of Coaching and
engage in coaching skills practice sessions
involving
a. Active listening
b. Asking questions
c. Goal setting
d. Giving feedback
e. Building rapport
f. Demonstrating empathy
g. Using intuition
4
Workshop Outline
Workshop Outline
Day 1 Day 2
I. Introduction V. Coaching (Cont’d)
• Core competency and behavioral • Creating a Coaching Climate
Indicators • Practicing Non-Judgmental and
Facilitative Actions
II. Performance Management • Empathy
• The Planning, Monitoring & • Listening
Evaluation, Development & • Rich and high-gain questions
Recognition Cycle
• The SPMS
III. Supportive Leadership in a Coaching VI. Personality Styles Review

Culture VII. Continuous Learning and
• Shifting from Directing to Improvement / Skill Practice
Empowering VIII.Action Learning Project Plan
• Providing support continuation
IV. Coaching IX. Summary and Integration
• What it is / is not
• Identifying the coachee’s needs
• Coaching techniques
I.
Introduction
Core Descriptions
and Behavioral
Indicators
Core
Description
Managing Performance and Coaching
for Results
Monitors the strategic imperatives of the

organization and orchestrates teams, work
and organizational culture around this,
through advanced skills in coaching to
achieve performance standard.
8
Advanced
Level
1 Adjusts style/stance from directing to
Promotes
performance- empowering, based on the capabilities
based culture and motivation of the employee,
providing examples of behavior
consistent with goal achievement.
2 Guides a coachee to propose and

Nurtures a
coaching choose performance improvement
culture solutions given the organizational goals,
priorities, outcomes and the coachee’s
work context.
9
Advanced
Level
3
Applies appropriate Tailor-fits the coaching and
coaching techniques performance management
confidently and
flexibly process/practice to the unique needs
of the coachee, mentee, or employee.
4
Demonstrates Encourages coachees and provides
supportive them adequate support and resources
leadership
for them to become coaches.
10
Advanced
Level
5
Builds a respectful, Practices non-judgmental and
egalitarian climate
during performance
facilitative actions (e.g., empathetic
management and listening, asking rich and high-gain
coaching conversations questions).
6
Commits to Undertakes developmental activities to
continuous enhance one’s competencies as a
learning and
improvement
coach and performance development
partner.
11
Performan
ce
Manageme
nt
12
MANAGERS
STAFF ORGANIZATION
Why do Performance
Management?
13
What is
Performance
Management?
by improving the
performance of people
A strategic and who work in it
integrated approach to
delivering sustained
success of an
organization By developing the
competence of teams
and individual
contributors
14
Performance Management
in the Public Sector*
Focused on achieving
improved results for the public
evidence-based decision
making,
Ongoing, systematic
approach to improving results continuous organizational
through learning, and
focus on accountability for

National Performance Management Advisory Commission performance.
A Performance Management Framework for State and Local Government
http://www.gfoa.org/sites/default/files/APerformanceManagementFramework.pdf
15
So, Where are We?
System Competence Practice
Is there one in your How much training on

agency? its use has been done?
How well is it being

How well is it understood
and accepted? practiced
Your perception: How much has it

helped to improve performance?
16
It has failed when - It has succeeded when -

It enables individual, team and
No connection organizational alignment to
with strategic outcomes
direction of
agency It is really meant
to manage It ensures employee
underperformers
accountability
Perception
It is a ‘nuisance’ Used to develop higher levels of

done only to be performance
compliant
It is episodic and
paper-intensive*
It is seen as core, on-going
process
17
• 9 Practices of Successful PMS
1. Individual performance expectations and

organizational goals are aligned
2. Performance expectations are intertwined with goals

of multiple units (vs. silos)
3. Performance info is routinely used to track priorities
18
Performance
Management
• 9 Practices of Successful PMS
4. Follow up actions are faithfully carried out as needed
5. Assessments include use of competencies
6. Pay is linked to individual and agency performance
7. Ownership for the system is strong among staff and

stakeholders
19
9 Practices of Successful PMS
9. Meaningful
8. Continuity
performance
maintained even
during transitions distinctions are made
Candid / constructive
Institutionalizing a new system feedback is practiced
and practice could take 5-7 years.
This is beyond the tenure of most
elective officials and political Provide factual and
appointees objective data for granting
rewards
Performance agreements Provide accurate

need to be based on solid information and
footing documentation to deal
with poor performers
20
Performance Management Cycle
Performance Planning Performance

Monitoring
Coaching
Development and Performance

Recognition Evaluation
21
Planning “Planning”
• setting performance
expectations and goals
• for groups and individuals
Monitoring
• to channel their efforts
• toward achieving
organizational objectives.
Evaluating
Includes the measures to
determine whether expectations
Recognition and Reward and goals are being met.
Source: Office of Personnel Management (opm.gov)
22
Planning Set Expectations on

Performance
Monitoring • Specify Tasks

• Set Targets
• Develop Clear Measures
Evaluating • Outline a Time Frame
• Prioritize Goals
• Rate Goal Performance
Recognition and • Coordinate Efforts Necessary for
Reward Goal Achievement
23
Planning "Monitoring" means consistently

measuring performance and
providing ongoing feedback to
Monitoring employees and work groups on
their progress toward reaching
their goals.
Evaluating
Ongoing monitoring provides the
opportunity to check how
Recognition employees are doing and to
and Reward identify and resolve any problems
early.
24
Planning Elements needed

to ensure
effectiveness:
Monitoring
• Specificity
Evaluating
• Timeliness
Recognition • Manner
and Reward
25
Planning
”Evaluating" means
assessing employee or
group performance against
Monitoring
the elements and standards
in an employee's
performance plan,
Evaluating
summarizing that
performance, and assigning
Recognition and a rating of record.
Reward
26
Planning
360 Degree
Monitoring Assessment
• Self-Assessment
• Peer
Evaluating • Subordinates
Recognition and Source: Office of Personnel

Management (opm.gov)
Reward
27
Planning
”Recognition and reward"
means providing incentives
Monitoring to and recognition of
employees, individually and
as members of groups, for
their performance and
Evaluating acknowledging their
contributions to the agency's
mission.
Recognition
and Reward
28
Planning There are many ways to

acknowledge good
performance, from a
Monitoring sincere "Thank You!" for
a specific job well done
to granting the highest
level, agency-specific
Evaluating honors and establishing
formal cash incentive
and recognition award
Recognition and programs .
Reward
29
Performance-Based
Culture
Simply superimposing a performance
management process onto a traditionally
managed organization may sound good, but
in practice, it is not likely to make any
difference.
To make real improvements, organizational

culture must also be addressed.
National Performance Management Advisory Commission

A Performance Management Framework for State and Local Government
http://www.gfoa.org/sites/default/files/APerformanceManagementFramework.pdf
31
Does this Sound Familiar ...
Or Not?
Gary Ridge, CEO of WD 40
“…not everyone has I tell my people, ‘If you

to get an A in every gave yourself a B
goal. In fact, a B is somewhere in your
sometimes the best quarterly review,
thing to get in a you’ve got to know I’m
quarterly review, on your side. Getting
because “a B says, ‘I a B means ‘I can be
need help on this better.’ It doesn’t
goal.” mean, ‘I failed.’
David Witt, program director at The Ken Blanchard Companies.
Building a Performance-based Culture
http://www.clomedia.com/articles/building-a-performance-based-culture 32
Does this Sound Familiar ...
Or Not?
Gary Ridge, CEO of WD 40
“Managers need to
“Performance reviews
spend less time
should be used to
evaluating employees
develop people — not
and more time helping
to evaluate them.”
them succeed,”

http://www.clomedia.com/articles/building-a-performance-based-culture
33
Target
Compliance Functioning
with PMS PMS
• Hollow? • Real?
34
Can I Make PMS Fully
Functional in my Unit?
YES or NO?
2. Do you believe if
1. Do you believe that everyone performed at
your biggest asset is a high level in the
your people? organization that
outcomes and social
impact would be better?
http://www.clomedia.com/articles/building-a-performance-based-culture
35
Aligning Performance
Improvement
Solutions with Set Goals
and Priorities
SPMS
a mechanism that links
employee performance
with organizational
performance to enhance
the performance
orientation of the
compensation system
employee achieves the

objectives set by the
organization
ensures that
the organization achieves the
objectives that it has set as
its strategic plan.
37
SPMS: BASIC ELEMENTS
Goals that are aligned to agency mandate and
organizational priorities
System that is outputs/outcomes-oriented
A team approach to performance management
38
SPMS: BASIC ELEMENTS
Forms that are user-friendly and shows alignment

of individual and organizational goals
Information systems that support monitoring and

evaluation
A Communication plan
39
SPMS Links
RBPMS of
the Office of PBIS
the President
PEI PBB
40
SPMS Process
Performance planning and commitment
Performance monitoring and coaching
Performance review and evaluation
Performance rewarding and development planning
41
SPMS Process
Performance planning
and commitment Performance planning and commitment
– success indicators are
determined.
Performance monitoring
and coaching • performance measures and
• performance targets.
• These serve as bases in the
Performance review and
evaluation office’s and individual
employee’s preparation of
their performance contract
Performance rewarding
and development and rating form.
planning
42
SPMS Process
Performance planning
and commitment
Performance monitoring and
coaching
Performance monitoring – ensure that timely and
and coaching
appropriate steps can be
taken to keep a program
Performance review and on track, and that its
evaluation objectives or goals are
met in the most effective
manner.
Performance rewarding
and development
planning
43
SPMS Process
Performance planning and Performance review and
commitment
evaluation
– assess both office’s and
Performance monitoring and individual employee’s
coaching
performance level based
on
Performance review and – performance targets and
evaluation
measures as approved in
the office and individual
Performance rewarding and performance
development planning
commitment contracts.
44
SPMS Process
Performance planning and
commitment
Performance rewarding and
Performance monitoring and
coaching – identification and
provision of
developmental
Performance review and interventions, and
evaluation
conferment of rewards
and incentives.
Performance rewarding and
45
SPMS
Proces Performance
planning and
commitment
s
Performance
Performance
rewarding &
monitoring
development
and coaching
planning
Performance
review and
evaluation
46
Individual Activity
Organizational Office
Team Performance
Individual Impact of
Performance Performance Performance your APL to
Goal Goal Goal Goal these goals
1.
2.
3.
47
ALP Application
Who among the

stakeholders you
earlier identified
might benefit from
your coaching?
48
III. Supportive
Leadership in a
coaching
Culture
49
Relationships
COACHING
50
Coaching Relationships
Exercise
 Form pairs and agree on who will
take the lead
 Leader will perform body
movements, which the other person
will mirror
 Change roles and do the same
 Without assigning who the leader is,
mirror each other
Interpersonal Connection
increase empathy and bonding
 Get to know each other
personally and establish rapport
 Be observant and sensitive to the
need of the other person
 Ask questions to clarify and
understand
Exercise
 Imagine a person who has
been receiving criticisms and
negative feedbacks for quite
some time
 Write on a piece of paper what
that person would be thinking
Coaching
Relationships
Survey Result on Response to
Criticisms
Positive
7%
Reflective 17%
Confused 21%
Denial 21%
Dicouraged 31%
Resigned 3%
Nurturing Feedback
trigger self-regulation
 Balance positive and negative
feedbacks
 Be objective and factual
 Describe situation, behavior and
impact
Exercise
 During the Picture Exercise this
morning, as you were discussing
your picture in relation to
mentoring, what were you thinking
and feeling?
Sense of Belonging
reduces threat in the environment
 Be approachable and accommodating
 Be collaborative and inclusive
 Show that you care
Exercise
 What can you say about the
picture below?
Positive Future
fosters self-improvements
 Agree on a meaningful and
challenging goal with your mentee
 Guide your mentee to create a clear
and vivid description of the goal
 Constantly refer back to the goal
Exercise
 What can you say about the picture below?
Individual Differences
strengthen identity and self esteem
 Use conversations to get to know mentee better,

understanding strengths and weaknesses
 Appreciate and affirm mentee’s unique traits as a
person
 Tailor-fit challenges to mentee’s capabilities
4 pics 1 word
C H A L L E N G E
L C G P N A
S E U H E L
S U C C E S S
I S S S E C
H C O N U A
A W A R D
S R Y L A M
O D W E A T
R E C O G N I T I O N
I O R H C N
O E I N G T
C O M P E T E N C Y
A C E E S P
Y M T O N C
Recognizing
Competencies
drives motivation and
performance
 Be clear about behavior and
performance to be recognized
 Recognize behaviors and
performance as they occur
 Use various forms of recognition
and affirmation
Exercise In Pairs Anger
Confidence
One is A and the Depression
other is B B identifies the emotion from
Excitement A’s expression.
A selects 3 emotions
and expresses them Happiness
Indifference
A and B exchange roles, doing it
Inspire again for three emotions
Sadness
Uncertainty
Emotional Expression
results in openness
Express
understanding
Be sensitive Label and
and
to emotional acknowledge
acceptance
expressions emotions
for the
emotion
Summary:
INSPIRE Coachees
Interpersonal Connection- • increases empathy & bonding
Nurturing Feedback- • triggers self-regulation

• reduces threat in the
Sense of Belonging- environment
Positive Future- • fosters self-improvement
Individual Differences- • strengthens identity & self-
esteem
Recognizing Competencies- • drives
Emotional Expression- motivation/performance
• results in openness
Guides for Coaching in
Focus on the behavior, issue or problem; not on

the person
Protect the self-esteem of your subordinate
Be a model of supportive leadership
NEVER say anything ill of other units or individuals
72
IV. Introduction to
Coaching
Performan
ce
Coaching Guided conversations to
enhance someone's
performance.
Mutually set expectations and

agreements on how the
process will work.
A relationship, or
partnership, that allows
anything to be asked, said or
considered.
74
Coaching is Helping
Coachees …
Achieve their goals
Find the best solutions for themselves
Understand what is holding them back and move forward
For it to Work …
You must believe in the capability
of your coachee
75
Coaching is…
Listening in a profound way
Asking questions that cause new thinking

and possible actions
Hearing expressions of limitations by the

coachee
76
Coaching is…
Acknowledging people for who they are and what

they produce
Getting the most value and learning from an

experience
Generating possibility and keeping it alive
77
Coaching is…
Confidential
A supportive relationship
A place where people can think out loud
78
Coaching is
not...
Policing or getting people to work harder
A close, personal relationship
A replacement for supervision or

management
79
Coaching, may overlap
with, but is not...
Giving
feedback Why not?
These are your
Mentoring agenda, not the
coachee’s
80
Coaching is not...
Giving advice
Counseling
Why not?
Teaching
Fixing people These are your

agenda, not the
Rescuing or Doing it for coachee’s
them
Discussing poor
performance
81
What has been your experience
in coaching?
82
What challenges have you
encountered in your coaching
experiences?
83
What can make it difficult to
sustain a coaching culture in
organizations?
84
Organizational Factors that
Support a Coaching Culture
Wide
understanding
& acceptance
High level
Coaching time
leader skills in
encouraged
coaching
Support
Seen as a Existing high
priority Factors for trust level
Coaching
Adjusting from Directing to Empowering
Clarifying
Reflecting
86
Clarifying
• Offering back to the

coachee the
essential meaning,
as you understood it,
of what (s)he just
said.
87
Guidelines for
Clarifying
• When unsure, say so
• Ask for repetition
• State what the coachee
said as you understand it,
and check if you got it right
• Ask for specific examples
• Use open, non-directive
questions - if appropriate
• Be prepared to be corrected
88
Reflectin
g
• Paraphrasing and restating both the feelings and
words of the coachee.
• The purposes:
– Let coachee 'hear' his/her own thoughts and to
focus on what they say and feel.
– To show the coachee that you are trying to
perceive the world as they see it and that you are
doing your best to understand their messages.
– To encourage them to continue talking.
89
Reflectin
g
Two Main Techniques
1. Mirroring
-A simple form of reflecting and involves repeating almost
exactly what the coachee says.
2. Paraphrasing
- Involves using your own words to reflect what the
coachee has said.
- Paraphrasing shows you are listening, and trying hard to
understand what the coachee is saying.
90
Guidelines for
Reflecting
• Be natural
• Listen for the basic message - consider the content,
feeling and meaning expressed by the speaker
• Restate what you have been told in simple terms
• When restating, look for non-verbal as well as verbal
cues that confirm or deny the accuracy of your
paraphrasing.
(Note that some coachees may pretend you have got it right
because they feel unable to assert themselves and disagree
with you.)
91
Guidelines for Reflecting
(cont.)
• Do not question the speaker

unnecessarily.
• Do not add to the speaker's
meaning.
• Do not take the speaker's topic in a
new direction.
• Always be non-directive and non-
judgmental
92
Reflecting
Content, Feeling and Meaning
• Reflecting content helps to give focus to the

situation
• At the same time, it is also essential to
reflect the feelings and emotions
expressed in order to bring them into
sharper focus.
• This helps the speaker to own and accept

their own feelings.
93
Reflecting
Content, Feeling and Meaning

Reflecting needs to combine
Reflect the degree of content and feeling to truly reflect
intensity of these the meaning of what the coachee
emotions. For example: has said. For example:
Coachee:
“I just don't understand my

boss. One minute he says one
thing and the next minute he
says the opposite.”
Coach:
“You feel very confused by

him?” 94
Quick Review
Content
Clarifying What
Feelings,
emotions
Reflecting
Mirroring
How
Paraphrasing
95
Identifying the
Coachee’s Need
Sources of Information
• 360 Degree Feedback Survey (if done)

• Interviewing
• Internal Source
• Shadowing
• Monitoring Output
• Past Performance
• Outside Influences
• (Boss’s) Coach’s own observations
97
Performance Analysis
Quadrant
Attitude
Low High
Job Knowledge
Resources and
High Motivation
environment
Low Selection Training
98
The ABC
Performance
Analysis Model
Antecedents
• Working conditions
• Clarity of expectations
Consequence Behavior
• Feedback • Below expectations
• Rewards / Penalties • Exceeds expectation
• Skill of the Performer
99
Coaching Process
GROW Coaching Model
Goals
Reality
Options
What to
do?
101
GROW Coaching Model
Goals Step 1: Discuss the Objectives of the Session
Step2: Giving Positive Feedback

Reality Step 3: Discussion on developmental areas
of employees
Options
Step 4: Action Planning
What to Step 5:Closing/Summary

do? Step 6: Documentation
Step 7: Scheduling of the next
coaching session 102
Coaching Planner
103
The Coaching Conversation
The coaching conversation aims at facilitating self-
development. It is based on four questions:
1. Where am I now?
2. Where do I want to be?
3. How do I get there? And
4. How am I doing?
104
Coaching Conversations
1ST Conversation
1. Connect
How do you initiate one?

2. Contract
How often should we meet, etc.?

3. Initial discussion
105
Coaching Conversations
Subsequent (2nd, 3rd, ….)
Conversations
• Goals, issues, concerns, and

decisions
• Challenging and critiquing ideas and
perspectives
• Create insights (ask questions)
106
Guiding the Coachee
• Maintain and
INTERACTION ESSENTIALS enhance self-
esteem
• Listen actively and

respond with
concern
• Ask for help and

encourage
involvement
107
Guiding the Coachee
INTERACTION ESSENTIALS
• Share thoughts,
feelings and rationale
• Provide support
without removing
responsibility
108
How do you Respond?
During a coaching conversation,
your coachee looks pre-occupied
then says,
‘I’m not sure taking your time is actually

helping. It wastes your time and takes me away
from my work. It is already super heavy as it is.’
109
Bird’s Eyeview
To use GROW effectively
Build a
trusting
relationship
Address
Use basic
content and
guidelines
feelings
GROW
Shift from Identify

directing to coachee’s
empowering needs
110
SMART Objectives
111
SKILLS
PRACTICE
Goals
Reality
Options
What to
do?
112
Asking
Questions
and
Listening
113
Listening
• Removing all distraction
• Listening to the speaker’s signs
and sounds
• Feedback that you have
understood
Ways to Show You Are
Listening
• Body language and posture
• Non-verbal signs
• Use of questions
• Clarification and feedback
Types of Questions
• Open - Closed • Open questions are

commonly used to encourage
• Probing the coachee to speak so that
• Reflective you can gather the necessary
• Leading information.
• Hypothetical • They often start with why,

• Paraphrasing what, where, which, and how.
• You will find that they work

best when the conversation is
already flowing freely.
Types of Questions
• Closed questions require the
• Open - Closed coachee to give a ‘yes’ or ‘no’
answer.
• Probing
• Reflective • Such questions should be used
sparingly because they tend to make
• Leading any conversation feel awkward and
• Hypothetical one-sided, but in some instances an
affirmative or negative answer is all
• Paraphrasing that is needed.
• When coaching they are best

avoided as they can harm the
rapport and empathy that are an
essential part of the process.
Types of Questions
• Probing questions can be
• Open-closed used to clarify something
that has already been said
• Probing or to find out more detail
• Reflective about it.
• Leading • Many of them are helpful in
• Hypothetical creating rapport, but you
• Paraphrasing must take care not to
overuse them as this can
make the coachee feel as if
they are being interrogated
or even attacked.
Types of Questions
• Open-closed
• Reflective questions are
• Probing frequently used to check and
• Reflective clarify your understanding.
• Leading • This style of question reflects

back to the coachee what they
• Hypothetical have just said using their exact
• Paraphrasing words and allows them to fully
explore their knowledge of a
situation.
Types of Questions
• Open-closed • Leading questions need to be

used with care when coaching
• Probing because they imply that there is
• Reflective a right answer to the question,
which is something that
• Leading contradicts the ethos of
coaching.
• Hypothetical
• Paraphrasing • They are useful in situations
where you require a desired
answer or to influence people’s
thinking.
Types of Questions
• Open-closed • Hypothetical questions

allow you to gauge how the
• Probing
coachee might act or what
• Reflective they think about a possible
• Leading situation.
• Hypothetical • They are effective in getting
• Paraphrasing them to think about and
discuss new ideas or
approaches to a problem to
influence people’s thinking.
Types of Questions
Paraphrasing questions are one of
the best means of checking your
• Open-closed own understanding of what thee
coachee has said.
• Probing
• Reflective Example:
Coachee—‘I can’t deliver on that
• Leading unless accounts get the information
• Hypothetical to me the same day.’
• Paraphrasing Coach—‘I’m hearing you say that

you could deliver if the accounts
department were able to get the
information to you on the same day
you requested
it. Am I understanding this
correctly?’
Rich and High Gain
Questions
• Focus attention
• Elicit new ideas
• Encourage
exploration
• Foster
commitment
GROW
124
Background for
the Skill Practice for
Goal Step
GROW Coaching Model

of employees
Options Step 4: Action Planning

Goals – R – O – W
Step 1:
Discuss the objectives of the
session
Discuss with the coachee that the

objective of the coaching session is
to help him/her identify opportunities
for his/her development.
This is also a good venue where

he/she can voice out concerns and
issues that affects his/her job.
127
Skill Practice Sessions
Let us practice some of the behaviors of good
coaching. Everyone will practice
• Role players –
– Giver of feedback: Be as realistic as you can
– Receivers of feedback: do not try to explain your
behavior, just say ‘thank you.’
• Observers – remember: watch for ‘maintain
self-esteem’
128
Situation for the
Skill Practice #1
Coaching
Scenario
Melvin is friendly, highly motivated and enjoys leading his large team
in a busy customer services environment. However, when under
pressure his communication with his team can deteriorate as he
becomes too directive and impatient.
As Melvin’s manager you have observed his communication style and

the difficulties it causes within the team. You plan on working with him
closely to examine how Neil can find alternative ways of dealing with
129
this pressure.
Sample Questions for
Goals
• What would you like to discuss?
• What do you want to achieve in this session?
• What differences would you like to see on
leaving this session?
• Do we have sufficient time for you to attain this?
130
Planning for
the
Coaching
Fill out the coaching planner
in preparation for your
coaching session with
Melvin.
Time Allocation: 10 minutes
*Individual Activity 131

The Pactice
Assignment
1. Initiate the coaching
conversation
2. Establish the goals of
the coaching
relationship
Time allocation per round:

• 3 min – Role play
• 3 min – Sharing of observations 132
GOAL STEP
Skill Practice
133
Role Assignments
Role Round 1 Round 2 Round 3

players
Process
A Coach Coachee
observer
Process
B Coachee Coach
observer
Process
C Coachee Coach
observer
134
SITUATION FOR THE SKILL
PRACTICE #1
Coaching Scenario
Melvin is friendly, highly motivated and enjoys
leading his large team in a busy customer services
environment. However, when under pressure, his
communication with his team can deteriorate as he
becomes to directive and impatient.
As Melvin’s manager, you have observed his
communication style and the difficulties it causes within the
team. You plan on working with him closely to examine how
Melvin can find alternative ways of dealing with his
pressure.
135
Questions before we start?
ROUND 1 STARTS ON MY
SIGNAL
136
What happened?
Coach and Coachee Process Observer
The coach
• How do you feel about the • What did the coach
way you handled your role? do well?
• Were you able to follow your • What suggestions
planned script? Describe can you give to
what helped or hindered you. improve the coaching
process
– Give an APB
The coachee (Alternative positive
• How did you feel about being behavior)
coached? Explain
137
Any questions before we start the 2nd round?
SIGNAL
138
What happened?
The coach
process
– Give an APB
The coachee (Alternative positive
• How did you feel about being behavior)
coached? Explain
139
Any questions before we start the 3rd round?
SIGNAL
140
What happened?
The coach
process
The coachee
– Give an APB
• How did you feel about being (Alternative positive
coached? Explain behavior)
To Reality To Options To Way Forward 141

Background for
the Skill
Practice for
Reality Step
142
GROW Coaching Model

of employees
Options

G – Reality – O - W
Step 2 and 3:
Giving feedback (positive and
improvement areas)
Give feedback to the coachee on

where he/she is good / weak at
based on actual performance and
based on the feedback gathered
from internal/external customers,
peers and other managers.
This is a great time to make
the employee feel good about
him/herself.
144
Performance Analysis
Quadrant
Low High
Resources
High Motivation and
Job environment
Knowledge
Low Selection Training
Attitude
145
Skill vs. Will
EXCITE DELEGATE
Identify reason for low will; Provide freedom in job
develop intrinsic motivation, methodology; communicate
incentives; value alignment; trust and recognition; Develop
High Skill monitor and provide stretch goals; broaden
recognition to reinforce responsibilities; treat as a
positive behavior partner
DIRECT GUIDE
Provide clear briefing, identify Reduce risks, obstacles,
motives, develop vision of constraints; provide tools, training,
success; Structure ‘quick wins,’ guidance, coaching, feedback up
Low Skill train/coach; supervise w/ frequent front; relax controls as progress is
feedback and clear expectations shown
Low Will High Will 146

The ABC
Performance
Management Model
Antecedents
• Working conditions
• Clarity of expectations
Consequence Behavior
• Feedback • Below expectations
• Rewards / Penalties • Exceeds expectation
• Skill of the Performer
147
Tips in Giving Feedback
• Make your feedback specific and related to

behavior.
• Check to make sure clear communication has
occurred.
• Focus on the behavior the employee can
change.
• Use “I” statement rather than “YOU”.
148
Tips in Giving Feedback
• Solicit feedback rather than impose it.

• Define the impact on you, the team and the
organization.
• Give the feedback in calm and unemotional
language.
149
TIPS: Review of Interaction
Essentials
• Maintain and enhance
self-esteem.
• Listen actively and
respond with concern.
• Ask for help and
encourage involvement.
• Share thoughts, feelings
and rationale.
• Provide support without
removing responsibility.
150
Reality
• How do you know that this is accurate?
• How often does this occur?
• What impact does this have?
• Are there other factors that are relevant?
• What is ________’s perception of the situation?
• What have you done to date?
151
Coaching Scenario
What feedback will you

share with Melvin?
Develop a script that you

will use in the Reality
portion of coaching
152
REALITY STEP
153
Skill Practice for
“Reality”
Melvin is friendly, highly motivated and enjoys
leading his large team in a busy customer
services environment. However, when under
pressure his communication with his team can
deteriorate as he becomes too directive and
impatient.
As Melvin’s manager you have observed his

communication style and the difficulties it causes
within the team. You plan on working with him To Skill Practice
Guide
closely to examine how Melvin can find
alternative ways of dealing with this pressure. 154
Background for
the Skill Practice
for OPTIONS
Step
155
Options
Allow coachee to put specific

action plans on the
opportunities/developmental areas.
The role of the coach in guiding the

coachee is critical in this step.
The coach should not in anyway

impose action plans so that the
employee can have ownership of
the action plans.
156
Sample Questions for Options
• What prevents you from • Who might be able to
achieving your goal? help you?
• What else could be • Would you like me to
preventing you? make suggestions?
• What personal changes • What are the pros and
would you have to make cons of that approach?
to achieve your goal? • Do you have a preferred
• What is hindering you option you’d like to try?
from changing?
• Do any f your attitudes,
competencies help you in
this situation?
157
OPTIONS
STEP
SKILLS PRACTICE
158
Coaching Scenario 3
What questions can you ask
Melvin to allow him to come
up with options to address
how he communicates to his
team mates?
*Individual Planning for

S
kills Practice Instr
uctions
159
Way Forward
Step 5: Closing/Summary
The coach and coachee have

to reach an agreement on what
option to pursue.
The coach should then thank

the coachee for the fruitful
discussion and assure that
he/she will always be there to
support his professional
development.
160
What to do
Step 6: Documentation
Formalize the
discussion and give the
coachee a copy for
his/her guidance.
161
What to do
Step 7:
Scheduling of the next
coaching session
Set the next coaching session

schedule.
Make sure that the employee is

aware that he/she has work to do
for review on the next session.
162
Way Forward
• What are your next steps?
• What time frame will you set?
• Can you anticipate what might get in your way?
• How will you keep a log of your progress?
• What support might you need?
• How and when can you get that support?
• When do we meet again?
163
Coaching Scenario 4
How will you wrap up the

session with Melvin?
*Demonstration
164
Ending the Coaching
Relationship
Coaching has a start and
end. Celebrate and close
or informally continue.
165
Workshop Outline
Day 1
I. Introduction
• Core competency and behavioral Indicators
II. Performance Management
• Planning
• Monitoring & Evaluation
• Development & Recognition
• The SPMS
III. Supportive Leadership and A coaching Culture
• Adjusting from Directing to Empowering
• Providing support
IV. Guiding the Coachee
• Identifying the coachee’s needs
• Coaching techniques
Workshop Outline
Day 2
V. Managing Coaching in Performance

Conversations
• Creating a Coaching Climate
• Practicing Non-Judgmental and Facilitative
Actions
• Empathy
• Listening
• Rich and high-gain questions
VI.Personality Styles Review
VII.Continuous Learning and Improvement
VIII.Action Learning Project Plan continuation
IX. Summary and Integration
QUESTIONS
168
169

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Module 4:

By the end of the 2-day session the

III. Supportive Leadership in a Coaching VI. Personality Styles Review

Monitors the strategic imperatives of the

2 Guides a coachee to propose and

focus on accountability for

System Competence Practice

Is there one in your How much training on

How well is it being

Your perception: How much has it

It has failed when - It has succeeded when -

It is a ‘nuisance’ Used to develop higher levels of

1. Individual performance expectations and

2. Performance expectations are intertwined with goals

3. Performance info is routinely used to track priorities

4. Follow up actions are faithfully carried out as needed

5. Assessments include use of competencies

6. Pay is linked to individual and agency performance

7. Ownership for the system is strong among staff and

9 Practices of Successful PMS

Performance agreements Provide accurate

Performance Planning Performance

Development and Performance

Source: Office of Personnel Management (opm.gov)

Planning Set Expectations on

Monitoring • Specify Tasks

Source: Office of Personnel Management (opm.gov)

Planning "Monitoring" means consistently

Source: Office of Personnel Management (opm.gov)

Planning Elements needed

Recognition and Source: Office of Personnel

Planning There are many ways to

To make real improvements, organizational

National Performance Management Advisory Commission

Gary Ridge, CEO of WD 40

“…not everyone has I tell my people, ‘If you

Gary Ridge, CEO of WD 40

David Witt, program director at The Ken Blanchard Companies.

employee achieves the

System that is outputs/outcomes-oriented

A team approach to performance management

Forms that are user-friendly and shows alignment

Information systems that support monitoring and

Performance monitoring and coaching

Performance review and evaluation

Performance rewarding and development planning

Who among the

 Use conversations to get to know mentee better,

Interpersonal Connection- • increases empathy & bonding

Nurturing Feedback- • triggers self-regulation

Focus on the behavior, issue or problem; not on

Protect the self-esteem of your subordinate

Be a model of supportive leadership

NEVER say anything ill of other units or individuals

Mutually set expectations and

Find the best solutions for themselves

Understand what is holding them back and move forward

Asking questions that cause new thinking

Hearing expressions of limitations by the