Coaching And Confrontation

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  • Coaching And Confrontation

    1. 1. COACHING AND CONFRONTATION
    2. 2. AGENDA <ul><li>PARADIGM REVIEW </li></ul><ul><li>PURPOSE </li></ul><ul><li>COACHING </li></ul><ul><li>CONFRONTATION </li></ul><ul><li>ROLE PLAY </li></ul><ul><li>ASSIGNMENT </li></ul>
    3. 3. PARADIGM REVIEW <ul><li>What paradigms did you come up with? </li></ul><ul><li>What paradigm do you want to shift? </li></ul>
    4. 4. PURPOSE <ul><li>Discuss the role of Management as Coaches & Trainers and their responsibility to confront on-the-floor issues to achieve the desired results to improve: </li></ul><ul><li>Performance, Quality and Service. </li></ul>
    5. 5. TAKE AWAY <ul><li>There is a process to coaching and training </li></ul><ul><li>Different strokes for different folks </li></ul><ul><li>There is a process involved in corrective action that will capture and hold the respect of the partner and maintain their dignity </li></ul><ul><li>This is for you to use with your direct reports </li></ul>
    6. 6. COACHING <ul><li>WHAT DOES COACHING MEAN TO YOU? </li></ul>
    7. 7. COACHING <ul><li>FLIP CHART EXAMPLE </li></ul>
    8. 8. COACHING THE SUPER STARS <ul><li>“ TO COACH” COMES FROM THE ROOT MEANING “TO BRING A PERSON FROM WHERE THEY ARE TO WHERE WE NEED THEM TO BE.” </li></ul><ul><li>Get them involved. – ONE OF THE PRINCIPAL MOTIVATORS FOR MOST SUPER STARS IS PARTICIPATION. THESE ARE YOUR BEST PEOPLE, SO INVOLVE THEM IN AS MANY DECISIONS AS YOU CAN. </li></ul><ul><li>Delegate extensively – AVOID MICRO-MANAGING THEM. THEY KNOW WHAT TO DO – ALLOW THEM THE FREEDOM TO DO IT!!! </li></ul><ul><li>Encourage them to teach – PROVIDE THEM WITH A FORUM FOR SHARING INFORMATION. THOSE WHO TEACH WILL LEARN EVEN MORE. </li></ul><ul><li>Provide Training – THIS WILL HELP THEM TO BECOME EVEN MORE EFFECTIVE. </li></ul>
    9. 9. COACHING THE SUPER STARS <ul><li>Have them fill in for you – START GROOMING THEM TO BECOME “THE OBVIOUS CHOICE” FOR THE NEXT PROMOTION. </li></ul><ul><li>Stretch them – THIS GROUP THRIVES ON CHALLENGES. GIVE THEM OPPORTUNITIES TO ACCOMPLISH THINGS THAT GO FAR ABOVE THEIR NORMAL EXPECTATIONS. </li></ul><ul><li>Celebrate their successes – THIS GROUP IS NORMALLY MORE SUCCESSFUL THAN OTHERS. IT IS EASY TO BEGIN TAKING THESE SUCCESSES FOR GRANTED … DON’T!! SHOW THAT SUPERIOR PERFORMANCE – AND SUPERIOR PERFORMERS – MATTER!! </li></ul><ul><li>Spend time with them – LISTEN TO THEIR IDEAS ON HOW YOU CAN HELP IMPROVE THE TEAM PERFORMANCE. IT’S A GREAT INVESTMENT FOR YOU … AND YOUR SUPER STARS. </li></ul><ul><li>Your job is to create a climate in which people can excel and move into areas of greater responsibility within the organization. </li></ul>
    10. 10. <ul><li>Build their confidence by increasing their responsibilities – START SMALL AND THEN INCREASE AS THEY ACHIEVE SUCCESS. </li></ul><ul><li>Give frequent and accurate performance feedback – BE SPECIFIC. EXPLAIN CAREFULLY WHAT IS REQUIRED FOR THEM TO BECOME A SUPER STAR ON THE TEAM. </li></ul><ul><li>Create a resource library – PROVIDE THE NECESSARY INFORMATION IN THE FORM OF BOOKS AND TAPES ETC… TO GIVE IDEAS ON HOW TO BECOME THE BEST AT THEIR JOBS. </li></ul><ul><li>Teach them how to set goals – THIS WILL KEEP THEIR PERFORMANCE ON TRACK, AND HOLD THEM ACCOUNTABLE TO THE GOALS SET. </li></ul>COACHING THE MIDDLE STARS
    11. 11. <ul><li>“ Catch” them doing good things – THE MORE YOU FOCUS ON FINDING THE GOOD, THE MORE GOOD YOU WILL FIND. REINFORCED BEHAVIOR BECOMES REPEATED BEHAVIOR. </li></ul><ul><li>Hook them up with a Super Star – AN EFFECTIVE MENTORING PROGRAM PROVIDES MIDDLE STARS WITH POSITIVE ROLE MODELS. THIS ALSO ENCOURAGES THE SUPER STARS TO BECOME EVEN MORE INVOLVED. </li></ul><ul><li>“ Those who are lifting the world upward and onward are those who encourage more than criticize” Elizabeth Harrison </li></ul><ul><li>Improving results from the middle stars may mean the difference between your success and failure. </li></ul>COACHING THE MIDDLE STARS
    12. 12. COACHING <ul><li>BEFORE WE GET TO THE FALLING STARS…..KEEP IN MIND </li></ul>
    13. 13. BEGIN THE COACHING PROCESS BY UNDERSTANDING <ul><li>There is a work climate already existing on your team – IT’S YOUR JOB TO MONITOR THE CLIMATE AND MAKE ANY ADJUSTMENTS NECESSARY TO IMPROVE PERFORMANCE. </li></ul><ul><li>Most employees are not exactly like YOU! – MANAGERS OFTEN MAKE THE ASSUMPTION THAT THEIR EMPLOYEES SHARE THE SAME DESIRES, MOTIVATION, PASSION, AND PRIDE. WRONG!! IF YOU HAVE MADE THIS ASSUMPTION LOOK OUT!! YOU ARE HEADED DOWN THE WRONG PATH. </li></ul><ul><li>Coaching is not a popularity contest – COACHING IS ABOUT ENHANCING YOUR TEAM’S PERFORMANCE. BE READY TO ACQUIRE MORE THAN A FEW CRITICS AND DETRACTORS AS YOU COACH YOUR TEAM TO SUCCESS. </li></ul><ul><li>Coaching poor performers will not be easy or fun. – PEOPLE DO THINGS THAT ARE LOGICAL TO THEM, EVEN THOUGH THOSE REASONS MAY APPEAR TO BE TOTALLY ILLOGICAL TO YOU. </li></ul>
    14. 14. REMEMBER COACHING…. <ul><li>Your team is depending on you!! – THE BIGGEST OBSTACLE TO EFFECTIVE TEAM PERFORMANCE ARE PEOPLE WHO DON’T CARRY THEIR SHARE OF THE LOAD. DON’T AVOID CONFRONTING ISSUES AS THESE POOR PERFOMERS WILL ERODE PRODUCTIVITY AND MORALE…QUICKLY!! IT COMES DOWN TO YOU ADDRESSING EMPLOYEE PERFORMANCE PROBLEMS….NOW! </li></ul><ul><li>Changing employee performance isn’t your responsibility. – YOUR RESPONSIBILITY IS TO COACH AND PROVIDE FEEDBACK. THE EMPLOYEES MUST MAKE THE DECISION TO IMPROVE THEIR PERFORMANCE …. OR CHANGE WHERE THEY WORK. IT IS THEIR CHOICE!! </li></ul><ul><li>Obviously, your leadership thinks you have the talent and ability to be a terrific coach and leader. LIVE UP TO YOUR POTENTIAL </li></ul>
    15. 15. CLIMATE CHECK QUESTIONS <ul><li>What is the “Management Climate”… here are eight questions to answer. </li></ul><ul><li>Are my expectations crystal clear? What makes me think so (or not)? </li></ul><ul><li>Are my expectations reasonable and fair? What makes me think so? </li></ul><ul><li>Have they received adequate training to do the job properly? How do I know? </li></ul><ul><li>Do they understand WHY it’s important to do the job correctly? How do I know? </li></ul>
    16. 16. <ul><li>Am I holding them accountable for their performance? Are there appropriate and consistent consequences for non-performance? </li></ul><ul><li>Do I consistently recognize and reward positive performance? How do I know? </li></ul><ul><li>Have I given them the freedom to be successful? How can I be sure? </li></ul><ul><li>Are they facing any obstacles to performing as desired? How do I know? </li></ul><ul><li>If you answered “no” or “not sure” to any of the questions, you’ve identified a management issue(s) that you must resolve in order for the employee to reach the desired performance level. The responsibility for solving this rests with YOU. </li></ul>CLIMATE CHECK QUESTIONS
    17. 17. <ul><li>Roll up your sleeves. This is the tough part of the job!!! </li></ul><ul><li>It’s not enough to merely say you’re committed to top performance. To be an effective manager/supervisor, you need to “walk the talk” by addressing employee performance problems – early and head on. </li></ul>COACHING THE FALLING STARS
    18. 18. CONFRONTATION…... <ul><li>WHAT DOES CONFRONTATION MEAN TO YOU? </li></ul>
    19. 19. CONFRONTATION…... <ul><li>Takes place when expectations are not met. </li></ul><ul><li>Reduces the gap between set expectations & current situation. </li></ul><ul><li>Can be an effective tool for employee development. </li></ul><ul><li>Results in a Win/Win situation. </li></ul><ul><li>Does not rely on screaming, intimidation, etc. </li></ul>
    20. 20. INAPPROPRIATE ATTITUDE APPROPRIATE SKILL APPROPRIATE ATTITUDE INAPPROPRIATE SKILL CAN’T DO/ WON’T DO CAN’T DO/ WILL DO CAN DO/ WON’T DO CAN DO/ WILL DO
    21. 21. HOW TO CONFRONT <ul><li>1. DO IT QUICKLY, FACE TO FACE AND IN PRIVATE </li></ul><ul><li>2. AGREE ON THE FACTS </li></ul><ul><li>3. ASK & LISTEN </li></ul><ul><li>4. CRITICIZE THE ACTION, NOT THE PERSON </li></ul><ul><li>5. EXPLAIN WHY IT MATTERS </li></ul><ul><li>6. AGREE TO A REMEDY </li></ul><ul><li>7. FOLLOW UP TO ENSURE SUCCESS </li></ul>
    22. 22. YOU MUST… <ul><li>Must agree that there is a GAP </li></ul><ul><li>Involve them in solving the issue </li></ul><ul><li>Agree on a performance target for the future </li></ul><ul><li>Agree on how it will happen </li></ul><ul><li>Set a review date </li></ul>
    23. 23. DEFINING THE “GAP” <ul><li>Example: </li></ul><ul><li>EXPECTATION ACTUAL PERFORMANCE </li></ul><ul><li>35 TRAYS PER MINUTE 20 TRAYS PER MINUTE </li></ul><ul><li>ON TIME FROM BREAK 5 MINUTES LATE </li></ul><ul><li>NO EMPTY FORKS EMPTY FORKS </li></ul><ul><li>PACK OUT IN RACKS NOT PACKING OUT IN RACKS </li></ul><ul><li>FILLING GIBLETS NOT FILLING GIBLETS </li></ul><ul><li>CHECKING TEMP NOT CHECKING TEMPERATURES </li></ul>
    24. 24. ROLE PLAYING….SUPV. <ul><li>SCENERIO: </li></ul><ul><li>JIMMY’S SCRAPE TEST RESULTS ARE VERY HIGH. </li></ul><ul><li>THE TWO FACTORS CONTRIBUTING TO HIS HIGH </li></ul><ul><li>SCORES ARE CONTINUAL TRAINING, AND HIS PARTNERS BEING IN THEIR WORK AREA ON TIME EVERY TIME. JIMMY FEELS THAT THESE FACTS </li></ul><ul><li>MAKE UP FOR HIS POOR PRODUCTION NUMBERS. </li></ul>
    25. 25. ASSIGNMENTS <ul><li>For the next workshop, share a success story resulting from positive confrontation. Document and be able to explain the problem, corrective action and the measurable result. </li></ul><ul><li>Bring a copy of your pareto chart and be prepared to discuss what actions we are taking to reduce lost time. </li></ul>

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