Coaching For Improved Performance

1
The Management Series Session V

• Performance Leadership
• Practices Part 2
• March 11, 2005
• Planning, Coaching/Feedback and
• Recognition and Reward

Brought to you by The Training and Development
Team
Committed to understanding and delivering
value-added customer service that contributes
to our customers overall success
Your NU Values Partners
2
Agenda
800 Review of Setting Expectations/Goals and
Personal Development Plans 830 Program
Goals 845 Coaching/Feedback for Improved
Performance 920 Break 930 Film Coaching
for Top Performance 1000 Rewards/Recognition
and Motivation 1050 Break 1100 Techniques for
Providing Feedback 1145 Summary, Wrap-up and
Adjourn
3
Review Guidelines for setting expectations

• Vary the focus of the expectations so that they
  include
• Routine
• Problem-solving
• Developmental expectations

4
The five characteristics for setting expectations
are universally known as the SMART process or
guidelines.

• S pecific
• M easurable
• A ttainable
• R esults-driven
• T ime-framed

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Performance Leadership Practices


Feedback/


Recognition Reward
Planning
Appraise (a part of Feedback and Recognition)
Coaching

Expected Performance
Performance Period
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Performance Leadership - Results
Leadership Practice Leader Behavior Outcome
Planning Setting goals/expectations Clarifying Duties Specifying Traits and Behaviors Clarity re job expectations
Coaching Maintenance of ongoing dialogue Clarity re job expectations and performance status
Recognition Rewards Acknowledgement Praise Opportunities Clarity re job expectations and valued behaviors
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Coaching/Feedback For Improved Performance

• Developed and Facilitated by
• Pamela Evers

8
Workshop Objectives

• Understand/define the special nature of coaching
  and the beneficial role supervisors play in
  developing their employees.
• Recognize both supportive and undermining uses of
  coaching and reinforcement skills.
• Distinguish coaching strategies for effective
  individualized feedback.

9
Workshop Objectives

1. Involve employees in the coaching process by
   identifying observation and analysis techniques
   and ongoing, informal coaching conversations.
2. Explore assumptions regarding how people prefer
   to be recognized and/or rewarded.
3. Understand how conditions for motivation are
   created through reward and recognition.

10
Understand Your Role As A Successful Coach

• What is coaching and how does it differ from
  managing?

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Understand Your Role As A Successful Coach

• What are the benefits of coaching?

12
Coaching Self-Assessment

• The following is a list of effective coaching
  behaviors.
• Read each statement and using the scale
  evaluate/rate your current level of performance.
  
• NOTE You may want to include the areas where
  you rated yourself a three or below in your
  Personal Development Plan.

13
Individual Exercise 1

•  Develop a list of the managers that you have
  worked for in your career to date and rate them
  in order of their effectiveness as coaches. Use
  the 1 for the most effective, and so on.
•  Then take the 1 boss and describe how this
  person operated as a coach.
• Why did you rated this particular boss 1?
•  

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Table Exercise 2 Non-Supportive/Supportive
Behaviors

• At your assigned tables
• Develop a list of coaching behaviors that do not
  support building confidence in the individuals
  ability to perform work-related tasks.
• Develop a list of coaching behaviors that serve
  to highly support others confidence in their
  abilities to perform work tasks.
• Select a spokesperson to present final list.

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Exercise 3 Supportive Behaviors

• Now lets select from all the supporters listed,
  a combined top 5.
• Rate your current level of performance using each
  of the top 5 supporters.
• Provide example(s) where you have used these
  supportive behaviors.

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Exercise 4 Supportive Behaviors

• Using the top 5 list and your personal rating,
  brainstorm with a partner what actions you might
  take, when you might take them, and what you
  would need to do to increase your rating in that
  supportive behavior.
• Get Things Going!!

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Film - Coaching For Top Performance

• Coaching is a three-part process that includes
• Educating
• Developing
• Counseling

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Film - Coaching For Top Performance

• Educating
• Identify the current skills of your team members
• Select the training method most appropriate to
  both the individual and the organization.

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Film - Coaching For Top Performance

• Developing
• Monitor performance
• Use coaching guidelines

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Film - Coaching For Top Performance

• Counseling
• Identify performance problems
• Confront problems directly
• Involve individuals in solutions

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Film - Coaching For Top Performance

• According to the film, who benefits from
  coaching?
• The Player
• The Entire Team
• The Coach
• And ultimately the organization!

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Film - Coaching For Top Performance

• According to the film, why is coaching so
  important today?
• Organization need new skills
• Class room education, time, and resource are not
  always available.

23
Film - Coaching For Top PerformanceDescribe the
supportive behaviors of the following coaches

• 1. Laura Young Dance Instructor
• Seeing the light go off, seeing them understand
• 2. Dave Hobbs Wheel Chair Basketball Trainer
• Do as I do, be intense but rational
• 3. Harold Epps General Manager of
  Manufacturing
• Everyone brings something positive to the
  organization
• 4.  Carol Lasky Small Business Owner
• Always say we

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Film - Coaching For Top PerformanceCoaching
Guidelines

1. Be a model
2. Be where the game is played
3. Listen and observe
4. Think and speak success
5. Build to strengths
6. Celebrate successes
7. Accept mistakes
8. Communicate!
9. Focus on each team member individually
10. Provide consistent support and feedback

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Film - Coaching For Top PerformanceAction Plan

• Find a great coach
• Recall coaching attributes
• Identify developmental needs
• Develop a training plan
• Detail your plan specifically
• Implement the plan!

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The Coaching Environment

• What motivates and/or rewards your team members?

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The Coaching Environment

• What are some of the ways in which you have
  created a motivational environment for your team?
  

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Creating Conditions For Motivation

• Awareness Inventory
• Do you agree or disagree with the statement?

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What is the Cost of De-Motivation?

• How many employees are in your organization 100
• What percentage of employees are dissatisfied or
  de-motivated for whatever reason (be
  conservative) 40
• Multiply Line 1 and Line 2 for the total number
  of dissatisfied/de-motivated employees 40
• Motivation level of these employees. (Since they
  are not totally unproductive, how productive are
  they compared to their potential of 100) 30
• De-motivation level of these employees (100
  minus Line 4) 70
•  

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What is the Cost of De-Motivation?

1. Average hourly salary/employee 8.00
2. Average weekly salary (Line 6 times 40 hours)
   320.00
3. Multiply line 3 by line 7 for total wages/week
   of dissatisfied/de-motivated employees
   12,800.00
4. Dissatisfied/unproductive cost per week (Line 8
   times Line 5) 8,960.00
5. Annual dissatisfied/unproductive cost (Line 9
   times 52 weeks) 465,920.00

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What is the Cost of De-Motivation?

• This does not account for mistakes, poor service
  or sub-standard work by the dissatisfied/de-motiva
  ted employee.
• Dissatisfied/de-motivated employees also tend to
  recruit others.
• Dissatisfied/de-motivated employees have to be
  turned around or removed as they cost the
  organization business and profits.

32
Creating Conditions For Motivation

• Rank the items according to their importance to
  the non-supervisory employee.

33
 

1. Interesting work
2. Full appreciation of work done
3. Feeling of being in on things
4. Job security
5. Good wages
6. Promotion and growth in the organization
7. Good working conditions
8. Personal loyalty to team members
9. Sympathetic help on personal problems
10. Tactful discipline

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What are we currently doing to

• Make work more interesting?
• Show appreciation of work done?
• Create a feeling of being in on things?
• Provide job security?
• What others things should we consider to meet
  these needs?

35
Understanding Motivation

• Individual motivation is complex.
• Supervisors cant change people, but they can
  have a major influence on the environment in
  which people perform.
• Understanding individual motivation takes time
  and effort.
• You, simply, have to get to know your people!

36
Techniques for Providing Daily, Informal Feedback

• Mutual and Interactive
• There is a give and take, questioning, sharing of
  information and ideas, all parties are fully
  involved. The coach does not dominate the
  conversation

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Techniques for Providing Daily, Informal Feedback

• Concrete
• The language used by the coach is concrete and
  the coach encourages the persons being coached to
  be concrete. The conversation always focuses on
  specifically what can be fixed, what can be
  learned, what can be improved.

38
Techniques for Providing Daily, Informal Feedback

• Logical
• The conversation develops in a clean,
  straightforward way. The coach keeps the
  conversation focused on its purpose. All
  information is developed before attempts at
  solution are made.

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Techniques for Providing Daily, Informal Feedback

• Respect
• The coach consistently avoids behaviors which
  communicate that the other persons are inferior,
  ridicules them, judges them and their ideas, etc.
  and uses behaviors which involve the other person
  and make that person a fully active player in the
  conversation.

40
Techniques for Providing Daily, Informal Feedback

• How can coaching help to build commitment?
• What is meant by the term characteristics of
  successful coaching conversations?

41
Mutual and Interactive

1. Identify ways that a coach might fail to create a
   mutual and interactive conversation.
2. Identify ways that a coach might encourage a
   mutual and interactive conversation with an
   employee.

42
Concrete

• At your tables
• Plan, prepare and share a concrete communication
  statement.

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Logical

• Logical order is one in which the facts or
  information being presented are arranged in a
  clear and reasonable sequence.
• Pair up and provide each other with an example of
  a brief explanation you might give during a
  coaching session.
•  

44
Respect

• To test our understanding of the meaning and
  identify what successful coaches do to make their
  conversation more respectful, lets review
  several mini cases and the alternative statement
  that a coach might make.
• You group task is to select the statement that
  demonstrates the most respect and indicate why
  the other statements have less chance of
  communicating respect.

45
Coaching Applications and Opportunities

• Resolving Problems Helping individuals and/or
  teams fix technical, organizational, and personal
  problems that impact on performance.
• Teaching Helping individuals and/or teams learn
  new knowledge or skills.
• 
  

46
Coaching Applications and Opportunities

• Encouraging and Appreciating Rallying
  individuals and/or teams to do their best in
  spite of difficulties being generous with thanks
  and praise.
• Improving Performance Confronting individuals
  and/or teams that fail to produce required
  results in ways that maximize positive results
  and minimize negative ones.

47
Coaching Applications and Opportunities

• Individual Exercise
• For each of these major-coaching applications
  think about your own position/department and
  where you might find the on the job opportunity
  to use the applications to improve the
  performance of your people.
• Resolving Problems
• Teaching
• Encouraging/Appreciating
• Improving Performance

48
SUMMARY

• Coach what and how.  
• Coach proactively and reactively.
• Coach as soon as possible.
• Provide support, dont remove responsibility.  
• You have to know an individual in order to
  motivate them!

49
Self-fulfilling Prophecies
50
Now, we

• Understand/define the special nature of coaching
  and the beneficial role supervisors play in
  developing their employees.
• Recognize both supportive and undermining uses of
  coaching and reinforcement skills.
• Distinguish coaching strategies for effective
  individualized feedback.

51
Now, we

1. Involve employees in the coaching process by
   identifying observation and analysis techniques
   and ongoing, informal coaching conversations.
2. Explore assumptions regarding how people prefer
   to be recognized and/or rewarded.
3. Understand how conditions for motivation are
   created through reward and recognition.

52
The Management Series Session V
See you April 8th, 800 for TMS VI UNMC
Budgeting and Accounting Practices
Thank you!
Brought to you by The Training and Development
Team
Committed to understanding and delivering
value-added customer service that contributes
to our customers overall success
Your NU Values Partners