columnsDo you have questions or topics you’d like Jill t

columns
Do you have questions
or topics you’d like Jill to
address in a future article?
Email Nick Hut, HFMA
content manager, at
[email protected]
LEADERSHIP MEDICARE & MEDICAID BUSINESS
INTELLIGENCE PODCAST PEOPLE FROM THE
PRESIDENT
JILL GEISLER
@JillGeisler
This month’s column
is the second of
a two-part look
at performance
management
strategies for leaders.
To read Jill's December
column, visit
hfma.org and search for
"Effective performance
management requires
knowing how to give
positive feedback"
What leaders should know before having
tough conversations about performance

Last month, we talked about the importance of positive
feedback as part of
performance management. When you routinely let staff know
about the things
they do well, you build social capital. It pays off on days when
you have to
address a performance issue or deliver bad news. Let’s look at
how to ensure
even those days have better outcomes.
T hink of tough conversations in three levels: low, medium and
high. Low-level tough conversations are small course
corrections,
alerting people that they need to make a change.
You may be addressing the person who occasion-
ally arrives late for work or for meetings, or who
spends too much time looking at a digital device
during meetings. The person might be a good
employee who is slipping up on a protocol or
procedure or turning in work that isn’t bad but
needs fine-tuning.
Medium-level tough conversation happen if
the employee in the low-level category doesn’t
improve — or to address more serious under-
performance, including consistent mediocrity.
Such conversations reference the consequences
of continued problems while laying out a clear
understanding of what improvement looks like.
They can involve putting people on performance
improvement plans with structured goals and
assessments.
High-level tough talks are generally much
more intense and involve investigations, suspen-
sions, layoffs and firings.

3 WAYS LEADERS MAY STUMBLE
WITH TOUGH CONVERSATIONS
1 They avoid them, especially the lowest-level talks. They wait
until annual
evaluations to tell employees about things that
easily could have been corrected. That lack of
communication frustrates employees.
2 They focus on attitude instead of behavior. Telling someone
to “be more cooperative
with colleagues” is much less clear than saying,
“Return your co-workers’ email inquiries within
48 hours.” I can ask you to stop being rude, or
I can ask you to stop interrupting others when
they are mid-sentence. The latter works better
because it is unambiguous and speaks to behav-
ior, not character. Remember, we can’t read peo-
ple’s minds, but we can measure their behavior.
3 They forget that human beings have an au-tomatic response to
criticism: We defend
ourselves. Managers shouldn’t get frustrated
when the late-arriving employee talks about all
the times she works extra hours, or the inter-
rupter talks about all the people he helps. They
50 | HFM MAGAZINE | JANUARY 2020
LEADERSHIP
aren’t being disrespectful. The best approach is
to hear them out, agree with what they do well,

then ask them to work on the issue at hand.
PREPARING FOR TOUGH CONVERSATIONS
Know what your goal is for the conversation. Be
able to put that goal into a sentence: “My goal is
to tell this employee that another candidate got
the promotion and to ensure she knows she was a
strong candidate and has a future here.”
When discussing behavior, have examples
of what the person is doing wrong and what the
right type of behavior looks like. Be specific.
Calibrate your opening words to the seri-
ousness of the subject. When it’s a low-level
conversation, it’s fine to start off-topic: “What
are you working on today?” followed by chit-
chat, and “Hey, I just wanted to mention
something. We didn’t get your expense report on
time last month, and that causes problems for
accounting. You’re cool on this, right?”
If the conversation is to address a higher-level
issue, however, be direct: “The purpose of this
meeting is to tell you we are putting you on a
performance improvement plan. I’m going to
spell out the reasons, the requirements and the
next steps.”
One more thing: I tell managers to “look up”
before a tough talk. Should you run this past HR?
Alert your own boss? Should you consider doing
a role-play with another manager so you can
anticipate how the staffer might respond?
STAYING ON COURSE DURING

TOUGH CONVERSATIONS
The following tips can keep the conversation
on track:
• Keep your goal in mind. Listen, but don’t get
caught up in deflections. The employee may
say, “Why are you talking to me and not Nick?
He does the same thing.” Now, if you like to
debate, you might be tempted to talk about all
the good things Nick does — just to win the
argument. But you’ve gone down an unneces-
sary path. Instead, your response should be,
“Thanks for mentioning Nick. Today we’re
talking about you.”
• Always keep your cool, no matter how
emotional the other person gets. Your ability
to stay calm keeps you in command.
• Know when to remind a good employee
that this conversation doesn’t negate the
person’s high-quality work, but the problem
needs fixing. If needed, be ready to hand over
a tissue and pause so the employee can collect
his or her composure. Know that you can sim-
ply stop a conversation and reschedule if the
other person isn’t listening or is overreacting.
• Know how to end the talk. A good approach
is to say, “Here’s what I’ve heard you say . . . ”
and recap. Then ask, “To make sure we’re on
the same page, what did you hear from me?”
Establishing this understanding is critical.
Then finish with some variation of: “Here’s
what will happen next.” That can be anything
from “We’re going to look back on this and

laugh” to “We’re going to meet each Thursday
at 2 p.m. to review your progress.”
FOLLOWING UP ON TOUGH CONVERSATIONS
Every conversation should have a follow-up.
After a low-level chat, have a normalizing
conversation about work, family, the weather
— something to make clear that the employee
isn’t defined by your last critique. These kinds of
reviews stay with people longer than you think.
For higher-level conversations, follow up
with documentation (a recap of the meeting),
a reminder of the next meeting or a note to
HR. Follow the procedures your organization
expects.
But remember, the better you are at having
low-level tough talks, the fewer higher-level
conversations you’ll need. And the more you give
your employees a balanced diet of feedback that
incorporates positive assessments, the better
manager you’ll be.
HFM MAGAZINE | JANUARY 2020 | 51
About the author
Jill Geisler is the Bill Plante Chair in Leadership & Media
Integrity, Loyola University Chicago, and a Freedom Forum
Institute Fellow in Women’s Leadership.
Copyright of hfm (Healthcare Financial Management) is the
property of Healthcare Financial

Management Association and its content may not be copied or
emailed to multiple sites or
posted to a listserv without the copyright holder's express
written permission. However, users
may print, download, or email articles for individual use.
GNED 190 Growing Up Digital WORKSHEET #5
NAME:
___________________________________________________
DATE:
____________________________________________________
FUTURE TECHNOLOGY
Use the information and materials from “The Technology of
Star Wars” video that you are watching, and please answer the
following questions:
Multiple Choice Questions – 5 Marks
Please answer the following questions on the test paper.
Remember that only one answer is correct. Each question is
worth 1 mark.
1. The T.I.E. in TIEFIGHTER stands for?
a. Two Ion Engines
b. Twin Induced Electrons
c. Twin Ion Engines
d. Two Ion Electrons
e. Twin Induced Engines
2. Which one of the following describes the process of when
Xenon Gas is Ionized?
a. The gas is compressed in a tube and becomes electricity.

b. The gas is introduced into a chamber and given an electric
charge.
c. The gas is contained in a compressor chamber until it
becomes electric.
d. The gas flows through a chamber and becomes electricity.
e. Xenon Gas cannot be Ionized.
3. According to the equation E=MC2, a space craft cannot travel
at light speed. Which of the following best describes the reason
why?
a. As any object with large mass or higher weight moves
forward, it takes up more space in the atmosphere, becomes
bigger, and therefore cannot move quickly.
b. As any object with large mass or higher weight goes faster,
the more energy it takes to move forward.
c. As any object with large mass or higher weight goes faster, it
gets heavier and therefore moves slower.
d. As any object with large mass or higher weight moves
forward, it takes more energy to go faster.
e. As any object with a large mass or higher weight goes faster,
it gets bigger.
4. According to the video, would a lightsaber be able to cut
through human flesh, bone and /or steal objects?
a. No because light is transparent and cannot cut through
objects.
b. Yes because a lightsaber is made of a laser beam and laser
beams can cut through objects.
c. No because a lightsaber is made of light and light is too
substantial to accomplish this task.
d. Yes because a lightsaber is made of light and light produces
heat which accomplishes this task.
e. No because lightsabers are made of light and light does not
cut through objects or other lights.
5. According to the video, would a lightsaber be able to fight

against another lightsaber?
a. No because light is transparent and cannot cut through
objects.
b. Yes because a lightsaber is made of a laser beam and laser
beams can cut through objects.
c. No because a lightsaber is made of light and light is too
substantial to accomplish this task.
d. Yes because a lightsaber is made of light and light produces
heat which accomplishes this task.
e. No because lightsabers are made of light and light does not
cut through objects or other lights.
Fill In The Blank Questions – 4 Marks
6. If you were under attack by ‘big guns’ what would be the
handiest tool to have? ________________________
7. What did George Lucas compare Luke Skywalker’s land-
speeder too? ________________________________
8. What were the ‘two legged terrain vehicles’ known as?
____________________________________________
9. COMPLETE THIS SAYING “The Bigger They Are….”
________________________________________
Short Answer Question – 3 Marks
10. What events forced Darth Vader to become a robot? List and
discuss 2 types of technology that help him live. (3 marks)
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
____________________________________
Becoming a Better Coach:
Beyond the Basics
E x c e r p t e d f r o m
Performance Management:
Measure and Improve the Effectiveness of Your Employees
Harvard Business School Press
Boston, Massachusetts
ISBN-10: 1-4221-0744-2
ISBN-13: 978-1-4221-0744-7
7447BC
This document is authorized for use only by Tylecia Westbrook
in WMBA-6010B-1/WMBA-6010-1/MSPM-6010-1/COMM-
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-
Term-wks-9-thru-16-(11/01/2021-12/26/2021)-PT4 at Laureate
Education - Walden University, 2021.
http://harvardbusinessonline.hbsp.harvard.edu/b02/en/common/i

tem_detail.jhtml?id=8428
Copyright 2006 Harvard Business School Publishing
Corporation
All rights reserved
Printed in the United States of America
This chapter was originally published as chapter 5 of
Performance Management,
copyright 2006 Harvard Business School Publishing
Corporation.
No part of this publication may be reproduced, stored in or
introduced into a retrieval system,
or transmitted, in any form, or by any means (electronic,
mechanical, photocopying,
recording, or otherwise), without the prior permission of the
publisher. Requests for
permission should be directed to [email protected], or mailed to
Permissions,
Harvard Business School Publishing, 60 Harvard Way, Boston,
Massachusetts 02163.
You can purchase Harvard Business School Press books at
booksellers worldwide.
You can order Harvard Business School Press books and book
chapters online at
www.HBSPress.org, or by calling 888-500-1016 or, outside the
U.S. and Canada, 617-783-7410.

6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-
Becoming a Better Coach
Key Topics Covered in This Chapter
• Delegating coaching responsibilities
• Three conditions that improve coaching
results
• Common mistakes made by coaches—and
the remedies
• The challenge of team coaching
Beyond the Basics
5
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-
Kn o w i n g t h e why and what of coaching is enoughto get

started, but is insufficient to make you excel asa coach. And
becoming an excellent coach can truly
enhance your career in management.
Like many interpersonal activities, good coaching is often the
product of personal qualities and interpersonal skills, neither of
which
can be taught in any book, this one included. Nevertheless, you
can
learn some things that will improve your coaching experiences.
One
lesson is knowing when not to coach; some situations are better
re-
solved through other means. Then, too, some coaching can be
del-
egated, saving you lots of time and perhaps improving results.
Delegating is one of a manager’s most important tools, and
coach-
ing, like some other managerial chores, can sometimes be
delegated
to competent subordinates. This chapter will help you identify
situ-
ations in which delegation makes sense.
You can also improve your coaching by creating a climate in
which success is more likely. A hostile climate is obviously not
con-
ducive to the two-way participation required for effective
coaching.
In these pages, you’ll learn of three conditions that support
coaching
effectiveness. The chapter ends with a number of dos and don’ts
ob-
served by every good coach.
Conserve Time and Energy

Coaching consumes every manager’s most valuable and limited
re-
source: time. All managers are pressed for time: for budgeting,
plan-
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-
ning, hiring and firing, meetings, and the countless other things
that
crowd their daily calendars. As a result, most managers
underinvest
in coaching. And when they do coach, being pressed for time,
they
either do the coaching themselves, figuring that this is the
quickest
way to deal with the problem, or they micromanage, telling
their
employees exactly what to do and how to do it—in other words,
being “bossy.” Both behaviors are demotivating to employees.
You must be very judicious in the amount of time you allocate
to coaching. Coaching is important, but so are many other
things.
Know When to Coach and When Not to Coach
You can make the most of your time by recognizing that some
situa-

tions benefit more from coaching than do others. For example,
Rolf
had a problem writing reports; they were extremely wordy,
lacked
the headings and bullet points that make for faster reading, and
never
contained an executive summary. His boss, Karl, was eager to
help
Rolf for two very good reasons: first, Karl had to read those
reports,
and second, Rolf would not realize his career potential without
im-
provement in that area. But Karl knew that Rolf wasn’t even
aware of
the problem. Thus, coaching him might be a waste of time—
time
Karl could spend on something with a higher payoff potential.
He
decided that the best course of action was to make Rolf aw are
of the
problem and give him an opportunity to take care of it on his
own.
Delegate When Possible
As a manager, you have learned to delegate responsibility for
many
tasks, freeing up time you can allocate to issues that are more
impor-
tant. Delegation has another benefit: it gives the delegated
people
opportunities to take on more responsibility and develop their
skills.
Some coaching situations may be candidates for delegation
when someone else is able to do the job and perhaps do the job

bet-
ter than you. Consider Rolf ’s report-writing problems.
“Rolf,” said Karl,“you did a very good job with those reliability
tests.
If you hadn’t found those problems, we might have approved
the current
Becoming a Better Coach 3
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-
design and sent it on to manufacturing.That would have been a
costly
mistake. So thanks for that.”
After a brief conversation about Rolf’s testing method and his
find-
ings, Karl brought up the report.“You managed to get all the
important
information into this report,” he said, holding up the
document.“But
can I give you some friendly advice?”
“Sure, what is it?” Rolf asked.
“Make your reports more reader-friendly. Some of the people
who
read these things are simply looking for a summary—and they

won’t
find it here—which means that they won’t read anything you’ve
writ-
ten. Others are content to skim for key points and
conclusions.And
then there are a few techno-nerds, like me, who want all the
details. Re-
port writing that meets these different needs in a single
document is an
art. Unfortunately, it’s not an art they taught either of us in
engineering
school.”
“I know what you mean,” Rolf responded.“I’m never sure how I
should report my findings.As a result, it usually takes me more
time to
write the report than run the actual tests.And if people aren’t
reading
them, what’s the point?”
“Exactly,” said Karl.“So, would you like some help on this?”
“Yes, I’d welcome it.”
“Good,” Karl affirmed.“For starters, I’ll have you work with
Sophia, a staff technical writer. Sophia isn’t an engineer, but
she speaks
our language, and she has helped other people improve their
writing.
I’ve already talked to her about this and given her a copy of
your re-
port. By the time she’s through with you, Rolf, you’ll be a
prime candi-
date for the Pulitzer Prize in the report-writing category.”
“I can’t wait,” Rolf laughed.“By the way, what’s the cash
reward

these days for a Pulitzer Prize?”
Notice how the boss in this situation began with a compliment,
then gained his subordinate’s interest in a plan of improvement.
But
in this case, the boss didn’t suggest developing an action plan
or a
time when they might work together. Instead, he effectively
dele-
gated the coaching task to someone else—and to someone who
had
more to contribute than he.
4 Performance Management
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-
How many opportunities do you have to delegate coaching to
other qualified and willing parties? In some cases, your human
re-
source department may be able to help with tutorial programs
and
contracted trainers. Remember also that you are giving the
people
to whom you delegate coaching tasks an opportunity to sharpen
their skills—skills they will need as they advance in their
careers.
Thus, delegation has three benefits:

1. It conserves your time and energy.
2. It provides personal development for one of your subordi-
nates—the designated coach.
3. It helps the coachee become more proficient.
As a final note, never forget this rule of effective delegation:
the
person delegated must assume responsibility for the outcome.
Thus,
if Sophia accepts the task of coaching Rolf, she must assume re-
sponsibility for Rolf ’s report-writing progress. Accept the
chore, ac-
cept responsibility for the outcome. Otherwise, the outcome is
likely to be disappointing.
Create the Right Climate
Another thing you can do to become a better coach is to pay
atten-
tion to the psychosocial climate in which coaching takes place.
The
results of coaching generally improve when executives,
managers,
and supervisors create a climate conducive to learning. That
climate
is characterized by these intangible but important features:
• Mutual trust
• Accountability for results
• Motivation to learn and improve
Let’s consider each of these characteristics in detail.

6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-
Mutual Trust
Have you ever helped a child learn to ride a bicycle? It is a
scary ex-
perience for a child. The youngster is trying to balance an
unfamil-
iar piece of equipment and make it move forward at the same
time.
An added fear is knowing that losing control or balance will
send
him or her crashing to the hard pavement. Reassurances such as
“It’s
easy once you get the hang of it” or “I know this is scary; I had
to
do this myself when I was your age” may be helpful to the
child. But
what matters most is the voice of someone the child trusts
saying,
“Don’t worry; I’ll catch you if you begin to fall.” The
confidence
that stems from that reassuring statement will divert the child’s
at-
tention from fear to the skill he or she hopes to master.

Whether you are helping a child learn to ride a bicycle or help-
ing a subordinate learn a winning approach to closing a sale,
trust
matters. Trust has several sources:
• Demonstrated concern for the other person’s well-being and
suc-
cess. People trust those who have their best interests in mind. A
good manager earns that trust by showing empathy for subordi -
nates. When asking someone to work late on a project, the good
boss will also ask, “Would this upset any plans you’ve made
with
your family or friends?” Alternativel y, he or she may say, “I
know
that this is an imposition—you have other things to do after five
o’clock.” Trust is also established when a boss demonstrates a
genuine interest in a subordinate’s career success. “I really trust
my boss,” Sheila told Max. “She’s done a lot of things to help
me
move ahead, even though my move to corporate R&D will cre-
ate a headache for her.” This type of trust is not the product of a
single high-minded act, but is characterized by a pattern of
help-
ing worthy subordinates expand their horizons and careers. It
must be built over time through consultation, useful coaching,
and providing opportunities for the person to move ahead.
• Expertise in the matter at hand. For example, the person you
are coaching with sales techniques will trust you if you have a
reputation as a successful salesperson.
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-

Fall-SEM-
• Being as good as your word. Trust is built through repeated
demonstrations that you are worthy of trust. So, whenever you
say, “Here’s the plan: I’ll do X and you will do Y,” be sure to
hold up your end of the bargain. And do it every time.
• Not disclosing information held in confidence. Discussions
with an employee about a performance problem may inadver-
tently dredge up personal information that the employee would
not want shared. Always respect his or her desire for confiden-
tiality. And by all means, do not pry into the personal lives of
your subordinates. If a problem outside work is the source of
performance problems, this legitimately concerns you—though
indirectly. But instead of prying, create an opportunity for the
person to volunteer the information.
Build trust, and your coaching experiences will be more
productive.
Accountability for Results
A person who isn’t held accountable for results will not take
coach-
ing seriously. Thus, the salesperson who doesn’t see a
connection
between performance and a paycheck won’t take the boss’s
sales
coaching seriously. The person may politely listen and nod,
“Yes, I
understand what you mean,” but his or her behavior is unlikely
to

change. Consequently, the outcome of this individual’s sales
work
will not change.
If you have a formal coaching plan, that plan should make ac-
countability explicit. “I agree to help you develop your selling
skills,
and you agree to learn and apply them to produce higher sales.”
Whenever feasible, express this accountability in measurable
quanti-
ties: for example, the number of sales contacts made each day,
or the
time required to process an insurance application. Improvements
made in some tasks are less easily quantified, such as the
conciseness
and readability of a technical report or the quality of a
presentation
to the company sales force. Even so, a sharp manager can rate
the be-
fore- and after-coaching quality of these types of tasks.
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-
Motivation to Learn and Improve
Smart parents know that the best time to help their children
master

a new skill—be it riding a bicycle or tying their shoes—is when
chil-
dren are truly motivated to learn. Either because of peer
pressure or
because of genuine interest in mastering things that older
children
do, there comes a time when a child is both physically ready
and
mentally eager to learn particular skills. Attempts to teach a
young-
ster these new skills before then usually fail. The workplace
situation
is very similar: coaching coupled with a motivation to learn is a
powerful combination. Absent that motivation, coaching efforts
are
much less effective.
You are probably already familiar with the workplace motiva-
tions that encourage people to learn and improve:
• Mastering an important skill will open the door to
advancement.
• An employee sees that improved productivity is reflected in
her
paycheck.
• A person knows that his job is in danger unless he learns to do
a particular task better.
• Peer pressure encourages everyone to do his or her best.
• An employee has reached the point where she is eager to learn
something new or move on to a more challenging job.
These are the situations in which your coaching will be most

effec-
tive and most appreciated.
Mutual trust, accountability for results, motivation to learn and
im-
prove—create a climate in which these qualities are present, and
your coaching, and most of your other managerial activities,
will
surely be more effective. Are any of these qualities absent from
your
current coaching relationships?
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-
Avoid These Common Mistakes
Few managers are great coaches. This observation should
surprise
no one, since so few managers are given any formal instruction
in,
or other guidance on, coaching methods—either in school or by
their own bosses or companies. That lack of training leads to
several
common mistakes:
1. Talking too much. Some managers talk and direct too much
and listen too little. Because coaching is a collaborative

activity,
the coachees must have an opportunity to talk about their
work, where they are having problems, how they feel about
their abilities, and so forth. A coach learns none of this when
dominating the conversation.
Remedy: Resist the urge to talk, to tell, to direct in the early
phase of coaching. When you do talk, ask probing questions
like “What is holding you back?” or “How do you usually
handle this task?” Alternatively, direct the conversation into an
area where more information is needed for diagnosis, for ex-
ample, “If you don’t feel that you have enough time to develop
these reports each month, tell me how you’re using your time.”
2. Failing to listen. Getting the employee talking won’t do much
good if you fail to listen. Listening helps us understand. Many
people appear to be listening. They maintain eye contact and
keep their mouths shut. But they aren’t really processing what
they hear or looking for the emotions behind the other person’s
words. Instead, they are mentally forming their next speech.
Remedy: Put all other thoughts out of your head as the other
person speaks. Concentrate on what that person is telling you.
3. Losing control of your emotions. “Damn it, Kowalski,” the
boss
fumed as he pounded his fist on the desk, “how many times do
I have to show you how to do this?” Tantrums undermine
coaching. They destroy trust and create either fear or hostility
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-

in the subordinate. The only emotions that matter in coaching
are those that support the coachee and make him or her more
receptive to learning and improvement.
Remedy: Check your emotions at the door. If you are having a
bad day or if you are upset by something, postpone your
coaching session to another day.
4. Directing the subordinate toward something he or she will
resist
without emotional preparation. Chances are that you will en-
courage your subordinate to try something new or to reach for
something higher, such as giving a presentation in front of an
important client or group of senior managers. Encouraging
people to stretch is a good thing. If the person lacks confidence
or is somehow emotionally unprepared for that step, however,
your encouragement will be a wasted effort.
Remedy: You don’t have to be a psychologist to be a coach, but
sometimes you must practice some psychology to be successful.
This goes back to what we said earlier about goals. You should
understand the people who work for you—their personal aspi-
rations, capabilities, and even their fears. If you truly
understand
your employees, then you can prepare them for the things you
want them to do. If, for example, lack of self-confidence is an
impediment to progress, deal with that fundamental problem
before you coach the person on making a group presentation.
In amateur tennis and many other games, you are likely to win
if you

simply avoid making mistakes. The same holds true in the game
of
coaching. Avoid the mistakes described above, and your
coaching ef-
forts will probably bear fruit. (See “Be a Good Role Model.”)
The Challenge of Team Coaching
If your company is like others, many tasks are being handled
through
teams. Some teams are formed around routine business
processes. A
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-
bank, for example, may form a team to handle sizable
commercial
loan applications. That team may include a sales-oriented loan
offi-
cer, a credit analyst, and clerical personnel trained in producing
loan
documents. A team like this is usually permanent. Its members
jointly plan their production levels and work schedules and may
even
have responsibility for retaining or rejecting people from the
team.
Other teams are formed around temporary or infrequent tasks,

such
as the development of a new product or planning the company’s
move to a new office building. This type of team brings
together
cross-functional skills and disbands once its work is done.
Whether the teams are permanent or temporary, the traditional
boss-subordinate rules are suspended within teams—the reason
is
that you cannot obtain the benefits of a team and still have a
tradi-
tional boss. A team has a leader, but the team leader is not the
boss.
He or she does not have the usual authority over others and may
even be outranked by certain members of the team.
Nevertheless,
the team leader retains coaching responsibilities.
In his book on team-based work, J. Richard Hackman explains
that good coaching helps teams in three ways: first, by
enhancing the
level of effort that individual members apply to their work;
second,
by assuring that the work done is appropriate; and third, by
helping
members make the most of their talents.1 Good team leaders
find
Be a Good Role Model
Remarkably, the ultimate weapon in coaching may be your own
on-the-job behavior. Your subordinates are watching you. They
observe how you delegate tasks, how you communicate with
the group, how you handle your time, and your personal ap-
proach to continual learning and improvement. And some sub-

ordinates pattern their own behavior on yours. So, if you want
to be a great coach, be a great manager and colleague. Set stan-
dards of behavior and performance you would want your sub-
ordinates to adopt.
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-
coaching opportunities in the course of everyday business. Their
coaching can help members with many routine activities:
making
better presentations, scheduling their work, dealing with
intrateam
conflict, obtaining external resources, setting up a budget, and
even
working effectively in a team environment.
Coaching opportunities are especially prevalent within teams
because so many of the skills members eventually need are
skills they
must learn as their projects unfold. For example, an engineer re-
cruited because of her technical capabilities may suddenly find
that
she must prepare and present a businesslike progress report to
the
sponsor and senior management. This type of presentation is
outside
her set of skills and experiences. She must develop presentation
skills
quickly—and coaching by the leader is often the best solution.

If you are a team leader, you can use coaching to help your col -
leagues accomplish the following tasks:
• Get back on track when they are having performance problems
• Maximize individual strengths (e.g., build on analytical skills)
• Overcome personal obstacles (e.g., reduce a fear of dealing di -
rectly with a difficult team member)
• Achieve new skills and competencies (e.g., learn how to make
a better stand-up presentation)
• Prepare for new responsibilities (e.g., take charge of an ad hoc
task force)
• Manage themselves more effectively (e.g., improved time
management)
As in nonteam environments, good coaching within a team en-
hances job satisfaction and motivation. It may also improve
your
working relationship with other team members, making your job
as
team leader much easier and more successful. Just remember
that ef-
fective coaching requires mutual agreement. The other person
must
want to do better and must welcome your help.
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-

Fall-SEM-
Summing Up
• Be very judicious in the amount of time you allocate to coach-
ing. In some instances, you can delegate particular coaching
jobs to others.
• Pay attention to the psychosocial climate in which coaching
takes place. The results of coaching generally improve when
executives, managers, and supervisors create a climate charac-
terized by mutual trust, accountability for results, and the moti -
vation to learn and improve.
• Avoid common mistakes, and your coaching will improve.
Common mistakes include talking too much, failing to listen,
losing control of your emotions, and failing to emotionally
prepare the coachee for what you want him or her to do.
• Team leaders are not traditional bosses, but they can—and
often must—coach their teammates.
• Like everything else, coaching skills improve with practice.
So,
take every opportunity to practice.
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-

Chapter 5
1. J. Richard Hackman, Leading Teams (Boston: Harvard
Business
School Press, 2002), 205.
Notes
14
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-
Harvard Business Essentials
The New Manager’s Guide and Mentor
The Harvard Business Essentials series is designed to provide
com-
prehensive advice, personal coaching, background information,
and
guidance on the most relevant topics in business. Drawing on
rich
content from Harvard Business School Publishing and other
sources,

these concise guides are carefully crafted to provide a highly
practi-
cal resource for readers with all levels of experience, and will
prove
especially valuable for the new manager. To assure quality and
accu-
racy, each volume is closely reviewed by a specialized content
adviser
from a world-class business school. Whether you are a new
manager
seeking to expand your skills or a seasoned professional looking
to
broaden your knowledge base, these solution-oriented books put
re-
liable answers at your fingertips.
Books in the Series:
Business Communication
Coaching and Mentoring
Creating Teams with an Edge
Crisis Management
Decision Making
Entrepreneur’s Toolkit
Finance for Managers
Hiring and Keeping the Best People
Manager’s Toolkit
Managing Change and Transition
Managing Creativity and Innovation
Managing Employee Performance
Managing Projects Large and Small

Marketer’s Toolkit
Negotiation
Power, Influence, and Persuasion
Strategy
Time Management
6504-1/MGMT-6010-1/MMSL-6010-1/MHRM-6611-1-2021-
Fall-SEM-
tem_detail.jhtml?id=113X

tem_detail.jhtml?id=6336Ch05_Front.pdfchpt05_8428.pdfCh05
_notes_8428.pdf
Week 4 Assignment: Developing Individuals and Teams
Part 1: Coaching for Performance: Coaching Conversation
Preparation and Strategy
Prepared by: Replace this text with your name.
Date: Replace this text with the submission date.
Walden University
WMBA 6010: Managing People and Promoting Collaboration

Introduction
The PERLA Coaching & Consulting (n.d.) article in Week 4
provides a useful framework for preparing for a coaching
conversation. You will use the same framework, based on the
acronym FUEL, to prepare for—and serve as a roadmap
during—your simulation. To complete this Assignment, review
the situation as well as the simulation challenges/objectives,
and then fill out the Coaching Conversation Checklist (starting
on page 3 of this document) as indicated to ensure you are
properly prepared for the conversation. You will then want to
have this document—and the Checklist in particular—available
to reference as you work through the simulation.
The Situation
You took over as manager of your team approximately 6 months
ago. For the first 3 months, one of your employees, Chase,
exhibited great engagement and motivation. For example, they
would often volunteer suggestions for improving processes,
initiate team get-togethers and celebrations, and consistently
greet you and team members warmly and with a smile.
Over the last 2 months, however, you have noticed a change.
Chase is now completing their assigned tasks competently
(though they have missed a couple of deadlines) but has ceased
to participate in team brainstorming sessions or generate new
ideas for improving team processes. They have been self-
isolating lately and have even asked to be excused from
opportunities outside of work hours to socialize with the team—
something for which they previously showed great enthusiasm.
You have asked them several times if something is bothering
them, but each time, they stated that things were fine and ended
the conversation as soon as possible. You are concerned that if
these warning signs are not attended to, Chase’s performance
may slip further.

You have asked Chase to meet with you today to discuss your
observations and concerns. To prepare for this conversation,
your senior leader has asked you to complete and use the
Coaching Conversation Checklist to ensure your conversation is
productive. The checklist will guide you through the steps to a
successful conversation and will provide space for you to write
out key statements (such as the purpose of the conversation) or
specific questions you want to be prepared to ask during your
meeting.
You have also taken the step of consulting HR to ensure you are
fully prepared for the conversation. They reminded you that the
company has an Employee Assistance Program (EAP) available
to all employees at no cost to them. The EAP is a workplace
benefit that confidentially provides a range of services to
employees to assist with personal problems that may be
impacting work performance. Issues they can help with include
substance abuse, social service referrals, and short-term
counseling, to name a few. HR provided you with contact
information and materials you can share with Chase if it seems
appropriate. You are also prepared to make appropriate
adjustments to Chase’s work schedule and workload if it will be
helpful, such as providing a more flexible work schedule,
making arrangements for Chase’s workload to be covered so
they can use some accumulated paid time off (PTO), or making
some adjustments to Chase’s current workload and deadlines.
While you are prepared to work with Chase using any of these
resources that seem appropriate, you do not want to pry
unnecessarily into their personal affairs. You also w ant to make
clear that the primary purpose of the conversation is to discuss
performance-related observations and concerns and come away
with a clear plan for performance improvement and monitoring.
Specifically, you want to ensure there are no more missed
deadlines (indicating work progress will need to be tracked and
monitored before the deadlines occur) and that Chase both
attends and actively participates in team brainstorming and

process improvement sessions.
Simulation Challenges and Objectives
· Challenge/Objective 1: Frame the content and process for the
coaching conversation and set a tone of mutual exploration and
problem solving.
· Challenge/Objective 2: Share behavioral observations and ask
for employee’s point of view.
· Challenge/Objective 3: Explore solutions and strategies and
reach mutual agreement.
· Challenge/Objective 4: Review next steps with the employee,
including timelines and follow-up actions to be taken.
Important Note: In the simulation experience, you will not be
notified when you have met or not met a challenge and its
objective. However, the avatar will respond positively when you
“hit” the challenge and will react in a more negative manner if
you “miss” the challenge. Please consult the Simulation
Preparation document (found in the Week 4 Learning
Resources) for more information about the avatars.
Coaching Conversation Checklist
Instructions: For each item on the checklist, write out a script or
detailed notes that you will use when completing your live,
online simulation experience. You will submit this as your
Week 4 Assignment and will then use this document to guide
your coaching conversation simulation experience.
Frame the Conversation
_____ Welcome Chase warmly and thank them for
meeting with you today.

Replace this text with your script or detailed notes to use for
your live, online simulation experience.
_____ State the purpose of the conversation in one sentence,
followed by your suggestion for how the conversation will
proceed and a clear statement of the desired outcome
(Remember that you want to provide appropriate support for any
issues Chase may be facing, but your primary goal is to ensure
their performance does not continue to deteriorate.):
_____ Get Chase’s agreement to proceed as outlined, or else
agree with specific changes to the process:
Understand the Current Situation
_____ Open the discussion by sharing one or two specific
behavioral observations of the shift in behavior that you have
noticed. Attend carefully to tone of voice as well as wording to
ensure your observations are clear, behavioral, and non-
judgmental:
_____ State your concern and/or possible interpretation of
the behavior change and ask for more information, using an
open-ended question:

_____ Be prepared with at least three additional, open-ended
questions to elicit more information:
Explore Desired Outcomes
_____ Ask what possible strategies or resources have
been considered:
_____ Clarify what’s important to the coachee, while being
clear about success factors that must be met on your end:
_____ Suggest possible resources or strategies, allowing
multiple options
(Important Reminder: From your discussions with HR, you
know that there are things that can be offered if Chase is
experiencing some kind of personal issues affecting their
performance. For example, the company has an Employee
Assistance Program (EAP), providing free, confidential
counseling and referral to resources; Chase has some
accumulated paid time off (PTO) that can be used if desired,
and the company does allow managers to provide flexible
schedules if warranted. You want to make sure that no further
deadlines are missed, so it’s important that progress be clearly

tracked and measured along the way.):
Lay Out a Success Plan
_____ Reach clear, mutual agreement on the plan for
success, including:
_____ Action items and owners of the actions:
_____ Due dates for each action item:
_____ Dates for follow-up check-ins to measure progress
and define what, if any, next steps need to be taken:
_____ End the conversation by summarizing the agreed-to
plan, asking for additional comments or concerns, thanking the
coachee, and expressing confidence:

© 2021 Walden University, LLC Page 5 of 15
Assignment: Developing Individuals and Teams
Part 1: Coaching for Performance: Coaching Conversation
Preparation and Strategy
For this Assignment, you will act as a new manager who has
become concerned about what appears to be declining
motivation and engagement on the part of one of your
employees. You have spoken to your senior leader about your
concerns, and she has asked you to document your interactions
with the employee so that she can support you in becoming a
more seasoned coach for your team.
Your task is to prepare for an appropriate and effective
coaching conversation with this employee. You will conduct
this conversation using an online simulation platform. This
week, you will draft and submit a Coaching Conversation
Preparation and Strategy document for your coaching session.
To prepare for this Assignment:
· Download the Week 4 Assignment Template (Word
document) to complete your Coaching Conversation Preparation
and Strategy. Review the scenario for the simulation, as well as
the points under each section that you will flesh out to develop
your coaching conversation. The title for each section of the
outline represents one of the challenges you will complete.
· Coaching Conversation Checklist for Smart Managers | Perla
Coaching and Consulting
Assignment:
Submit your completed Coaching Conversation Preparation and
Strategy document as follows:

· For each section of the Coaching Conversation Checklist,
· Use the space beneath each item to take detailed notes of what
you plan to say to the employee during your coaching
conversation.
· You may choose either to compose a script (understanding that
this may need to change in the moment depending on how the
employee responds),
· OR you may instead choose to include bullet points with key
phrases for the ideas you want to cover and strategies for how
you might help put the employee at ease, establish trust, or
anticipate how he may respond to your feedback. Be sure to
address all parts of each item.
· No plagiarism
· APA citing

columnsDo you have questions or topics you’d like Jill t

Recommended

Recommended

More Related Content

More from LynellBull52

More from LynellBull52 (20)

columnsDo you have questions or topics you’d like Jill t