BUS 51 - Mosley7e ch11

Part 4

Skill Development

Chapter 11

Coaching for Higher
Performance

Mosley • Pietri
PowerPoint Presentation by Charlie Cook
The University of West Alabama

© 2008 Thomson/South-Western
All rights reserved.

Learning Objectives
Learning Objectives
After reading and studying this chapter, you should
be able to:
1. Explain the concept of coaching.
2. Identify the four major coaching functions.
3. Describe important skills used in coaching.
4. Differentiate between general and pinpointed coaching
statements.
5. Describe an “I” message.
6. Explain the extent to which a supervisor should
counsel an employee about personal problems.
© 2008 Thomson/SouthWestern. All rights reserved.
11–2

Introduction to Coaching
• Coaching
 Is the interpersonal process that supervisors and

managers use to help individuals continually reach
their highest levels of performance.
 Is a powerful supervisory skill.

• Current Emphasis on Coaching
 The supervisor is now:



A developer of the diverse employees
A facilitator of teams to maximize their potential

A coach to all employees—“A”, “B”, and “C” level
employees
11–3


EXHIBIT 11.1

Performance-Linked Coaching

Through effective coaching, the supervisor can help an
employee become an increasingly effective performer.


11–4

EXHIBIT 11.2

Examples of Coaching Situations

• Assigning a new challenging task; reviewing results.
• Determining with an employee his/her training needs.
• Showing an employee how to perform a task.
• Discussing a plan for employee career advancement.
• Listening to an employee’s fears of job cutbacks.
• Providing an employee insight into company politics.
• Helping an employee adapt psychologically to job
changes.
• Discussing poor employee performance.
• 2008 Thomson/South© Helping an employee manage stress.
Western. All rights reserved.

11–5

EXHIBIT 11.2

Examples of Coaching Situations (cont’d)

• Discussing how a long-term, excellent employee can
reach an even higher performance level.
• Conducting a disciplinary interview.
• Discussing a problem of poor work or failure to follow
organization rules/policy.
• Conducting a performance appraisal.
• Allowing an employee to “blow off” some emotional
“steam.”


11–6

Introduction to Coaching (cont’d)
• Why Supervisors Reject Coaching
 Lack of confidence in themselves.
 View coaching as a passive process.
 Do not want to take the time to coach.


11–7

The Coaching Functions
1. Tutoring
2. Mentoring
3. Confronting/challenging
4. Counseling


11–8

• Mentoring
 The coaching activity that helps develop careers in

others.

• Ways of Mentoring
 Helping an employee see the potentially negative

impact of behavior he or she is considering.
 Understanding how to approach and gain influence

with powerful organization members.
 Learning who key players are in given circumstances.
 Understanding how past or current events impact the

team member’s actions and behavior.
11–9

• Confronting/Challenging
 Establishes clear performance standards, compares

actual performance against them, and addresses
performance that doesn’t meet those standards.

• Counseling
 Helping an individual recognize, talk about, and solve

either real or perceived problems that affect
performance.


11–10

EXHIBIT 11.3

Outcomes of the Four Coaching Functions

Tutoring

Mentoring

1. Increased technical know-how

1. Developing political understanding/savvy

2. Increased understanding of processes
and systems

2. Sensitivity to the organization’s culture

3. Increased pace of learning
4. Movement to expert status

3. Expanded personal networks
4. Increased sensitivity to key players’ likes/dislikes
5. Greater proaction in managing own career

5. Commitment to continual learning

Confronting/Challenging

Counseling

1. Clarification of performance
expectations

1. Accurate descriptions of problems and their
causes

2. Identification of performance
shortcomings

2. Technical and organizational insight

3. Acceptance of more-difficult tasks
4. Strategies to improve future
performance
5. Commitment to continual performance
improvement


3. Ventilation of strong feelings
4. Commitment to self-sufficiency
5. Deeper personal insight about own feelings and
behavior
6. Changes in point of view

11–11

Source: Adapted from Dennis C. Kinlaw, Coaching for Commitment (San Diego, Calif.: Pfeiffer & Company, 1993), pp. 22–23.

Coaching: The Core Skills
• Acknowledging
 Showing by nonevaluative verbal responses that

you have listened to what the employee has
stated.

• Attending
 Showing through nonverbal behavior

that you are listening in an open,
nonjudgmental manner.


11–12

Coaching: The Core Skills (cont’d)
• Affirming
 Communicating to an employee his or her value,

strengths, and contributions.

• Confirming
 Making sure an employee understands

what has been said or
agreed upon.


11–13

• Pinpointing
 Providing specific, tangible information about

performance to an employee.

• Probing
 Asking questions to obtain additional information.

• Reflecting
 Stating your interpretation of what

the employee has said.

• Resourcing
 Providing information, assistance,

and advice to employees.

11–14

• Reviewing
 Reinforcing key points at the end of a coaching

session to ensure common understanding.

• Summarizing
 Pausing in the coaching conversation to summarize

key points.


11–15

EXHIBIT 11.4

Suggestions for Confronting Poor Performance

1. Describe the performance situation in specific detail.
2. Seek and listen to the team member’s point of view.
3. Get agreement on the problem.
4. Try to get the employee’s involvement in determining
a solution.
5. Agree on a plan of action to improve performance.
6. Summarize the agreement and reinforce the changed
behavior.
7. Plan for follow-up, if needed.

11–16

Coaching Statements
General
 Your attendance is poor.
 You need to cooperate

better with department
heads.
 You need to follow our

safety rules.
 You haven’t made the

progress that you’d
agreed on.

Pinpointed
 You have missed a day in each

of the past four pay periods.
 Company policy is to give

department heads the cost
information when they request it.
 This morning I saw you

performing the job without
wearing your safety goggles.
 You and I agreed that you would

complete the first draft by today,
but you tell me you need two
more days.


11–17

“I” Messages
• “I” Message
 Is an appeal rather than a demand that the other

person change.
 Is focused on employee behavior, its effect, and how

it makes the employee feel.
 Frames the sender’s displeasure in a way that

addresses the problem openly and tactfully and is
more likely to pave the way toward a resolution in an
objective, supportive manner.

11–18

“I” Messages (cont’d)
• Major Parts of an “I” Message
 Feelings: Indicate how the sender feels about the

effects of the behavior.


Angry, embarrassed, frustrated, concerned, etc.

 Behavior: Identify the specific behavior.


Absenteeism, not keeping appointments, not meeting quota,
etc.

 Effect: Spell out the end result of the behavior.


Poor example for others, making the work unit look
unproductive, inconvenience to others in the unit, etc.


11–19

Examples of “You” and “I” Messages
“You” Messages
 You neglected to

proofread that report,
you should know better
than to let a report go
out like that.
 You know I expect you

to attend our regular
meetings. You need to
attend them from now
on.

“I” Messages
 When I noticed the

many typos in the
report, I was really
upset. It makes our
unit look careless and
unprofessional.
 When you don’t attend

our regular meetings,
I’m concerned that we
miss your expertise
and insight.
11–20

EXHIBIT 11.6

Iceberg Model of Counseling


11–21

Coaching: The Counseling Function
Physical and Emotional
Physical and Emotional
Illness
Illness

Job Performance
Job Performance

Areas of
Areas of
Employee
Employee
Counseling
Counseling

Personal Problems
Personal Problems


11–22

Role of EAPs in Counseling
• Employee Assistance Programs (EAPs)
 Professional counseling and medical services for

employees with unresolved personal or work-related
problems.

• Issues in Counseling
 Employee’s reluctance to “open up.”
 Employee’s resentment of supervisor probing.
 Possible supervisor/company liability for negative

consequences for advice given to employee.

11–23

EXHIBIT 11.7

Profile of Typical Substance Abusers

• Four times more likely to have on-the-job accidents than
nonabusers
• Four to six times more likely to have off-the-job
accidents than nonabusers
• Five times the number of workers’ compensation claims
as nonabusers
• Five times the number of medical claims as nonabusers
• Two and a half times more absenteeism/tardiness than
nonabusers, especially on Mondays and Fridays and
before and after holidays
• Take extended breaks and lunch hours

Sources: Janet Gemignani, “Substance Abusers: Terminate or Treat?” Business & Health 17(6), June 1999, pp. 32–37; Laura
A. Lyons and Brian H. Kleiner, “Managing the Problem of Substance Abuse . . . Without Abusing Employees,” HR Focus
69(4), April 1992, p. 9; Peter Ellis, “Substance Abuse and Work,” Occupational Safety & Health 30(13),March 2000, pp. 38–
41.

11–24

EXHIBIT 11.7

Profile of Typical Substance Abusers (cont’d)

• Have numerous restroom breaks
• Experience frequent off-job emergencies
• Experience frequent short-term illnesses
• Dramatic change in personality or work performance
during the day, especially after breaks
• Deteriorating personal appearance and ability to get
along with others
• Tendency to overreact to real or imagined criticism
• Experience difficulty handling instructions
• Depressed or anxious disposition
• Work at 67 percent of potential

41.

11–25

EXHIBIT 11.8

Example of an Employee Assistance Program (EAP)

• What the EAP is:
• Voluntary
• Independent
• Confidential
• Professional

• Procedures for Use
• Self-Referral
• Supervisor/Management
Referral

• Free
• Accessible
• A Valuable Resource
• What the EAP is Not:
• A Branch of Human
Resources
• A Refuge for Poor Job
Performance


41.

11–26

Important Terms
Important Terms
•
•
•
•
•
•
•
•

acknowledging
affirming
attending
coaching
confirming
confronting/challenging
counseling
Employee Assistance
Programs (EAPs)


•
•
•
•
•
•
•
•
•

“I” message
mentoring
pinpointing
probing
reflecting
resourcing
reviewing
summarizing
tutoring

11–27

BUS 51 - Mosley7e ch11

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