Supervisory management

PowerPoint Presentation by Charlie CookPowerPoint Presentation by Charlie Cook
The University of West AlabamaThe University of West Alabama
Part 4
Skill Development
MosleyMosley • Pietri• Pietri
© 2008 Thomson/South-Western© 2008 Thomson/South-Western
All rights reserved.All rights reserved.
Coaching for Higher
Performance

© 2008 Thomson/South-Western. All rights reserved. 11–2
Learning ObjectivesLearning ObjectivesLearning ObjectivesLearning Objectives
1.1. Explain the concept of coaching.Explain the concept of coaching.
2.2. Identify the four major coaching functions.Identify the four major coaching functions.
3.3. Describe important skills used in coaching.Describe important skills used in coaching.
4.4. Differentiate between general and pinpointed coachingDifferentiate between general and pinpointed coaching
statements.statements.
5.5. Describe an “I” message.Describe an “I” message.
6.6. Explain the extent to which a supervisor shouldExplain the extent to which a supervisor should
counsel an employee about personal problems.counsel an employee about personal problems.
After reading and studying this chapter, you shouldAfter reading and studying this chapter, you should
be able to:be able to:

Introduction to CoachingIntroduction to Coaching
• CoachingCoaching
 Is the interpersonal process that supervisors andIs the interpersonal process that supervisors and
managers use to help individuals continually reachmanagers use to help individuals continually reach
their highest levels of performance.their highest levels of performance.
 Is a powerful supervisory skill.Is a powerful supervisory skill.
• Current Emphasis on CoachingCurrent Emphasis on Coaching
 The supervisor is now:The supervisor is now:
 A developer of the diverse employeesA developer of the diverse employees
 A facilitator of teams to maximize their potentialA facilitator of teams to maximize their potential
 A coach to all employeesA coach to all employees——“A”, “B”, and “C” level“A”, “B”, and “C” level
employeesemployees

EXHIBIT 11.1 Performance-Linked Coaching
Through effective coaching, the supervisor can help an
employee become an increasingly effective performer.

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.
• Helping an employee manage stress.

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.”

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

The Coaching FunctionsThe Coaching Functions
1.1. TutoringTutoring
2.2. MentoringMentoring
3.3. Confronting/challengingConfronting/challenging
4.4. CounselingCounseling

• MentoringMentoring
 The coaching activity that helps develop careers inThe coaching activity that helps develop careers in
others.others.
• Ways of MentoringWays of Mentoring
 Helping an employee see the potentially negativeHelping an employee see the potentially negative
impact of behavior he or she is considering.impact of behavior he or she is considering.
 Understanding how to approach and gain influenceUnderstanding how to approach and gain influence
with powerful organization members.with powerful organization members.
 Learning who key players are in given circumstances.Learning who key players are in given circumstances.
 Understanding how past or current events impact theUnderstanding how past or current events impact the
team member’s actions and behavior.team member’s actions and behavior.

• Confronting/ChallengingConfronting/Challenging
 Establishes clear performance standards, comparesEstablishes clear performance standards, compares
actual performance against them, and addressesactual performance against them, and addresses
performance that doesn’t meet those standards.performance that doesn’t meet those standards.
• CounselingCounseling
 Helping an individual recognize, talk about, and solveHelping an individual recognize, talk about, and solve
either real or perceived problems that affecteither real or perceived problems that affect
performance.performance.

EXHIBIT 11.3 Outcomes of the Four Coaching Functions
Source: Adapted from Dennis C. Kinlaw, Coaching for Commitment (San Diego, Calif.: Pfeiffer & Company, 1993), pp. 22–23.
Tutoring Mentoring
1. Increased technical know-how
2. Increased understanding of processes
and systems
3. Increased pace of learning
4. Movement to expert status
5. Commitment to continual learning
1. Developing political understanding/savvy
2. Sensitivity to the organization’s culture
3. Expanded personal networks
4. Increased sensitivity to key players’ likes/dislikes
5. Greater proaction in managing own career
Confronting/Challenging Counseling
1. Clarification of performance
expectations
2. Identification of performance
shortcomings
3. Acceptance of more-difficult tasks
4. Strategies to improve future
performance
5. Commitment to continual performance
improvement
1. Accurate descriptions of problems and their
causes
2. Technical and organizational insight
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

Coaching: The Core SkillsCoaching: The Core Skills
• AcknowledgingAcknowledging
 Showing by nonevaluative verbal responses thatShowing by nonevaluative verbal responses that
you have listened to what the employee hasyou have listened to what the employee has
stated.stated.
• AttendingAttending
 Showing through nonverbal behaviorShowing through nonverbal behavior
that you are listening in an open,that you are listening in an open,
nonjudgmental manner.nonjudgmental manner.

Coaching: The Core Skills (cont’d)Coaching: The Core Skills (cont’d)
• AffirmingAffirming
 Communicating to an employee his or her value,Communicating to an employee his or her value,
strengths, and contributions.strengths, and contributions.
• ConfirmingConfirming
 Making sure an employee understandsMaking sure an employee understands
what has been said orwhat has been said or
agreed upon.agreed upon.

• PinpointingPinpointing
 Providing specific, tangible information aboutProviding specific, tangible information about
performance to an employee.performance to an employee.
• ProbingProbing
 Asking questions to obtain additional information.Asking questions to obtain additional information.
• ReflectingReflecting
 Stating your interpretation of whatStating your interpretation of what
the employee has said.the employee has said.
• ResourcingResourcing
 Providing information, assistance,Providing information, assistance,
and advice to employees.and advice to employees.

• ReviewingReviewing
 Reinforcing key points at the end of a coachingReinforcing key points at the end of a coaching
session to ensure common understanding.session to ensure common understanding.
• SummarizingSummarizing
 Pausing in the coaching conversation to summarizePausing in the coaching conversation to summarize
key points.key points.

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.

Coaching StatementsCoaching Statements
GeneralGeneral
 Your attendance is poor.Your attendance is poor.
 You need to cooperateYou need to cooperate
better with departmentbetter with department
heads.heads.
 You need to follow ourYou need to follow our
safety rules.safety rules.
 You haven’t made theYou haven’t made the
progress that you’dprogress that you’d
agreed on.agreed on.
PinpointedPinpointed
 You have missed a day in eachYou have missed a day in each
of the past four pay periods.of the past four pay periods.
 Company policy is to giveCompany policy is to give
department heads the costdepartment heads the cost
information when they request it.information when they request it.
 This morning I saw youThis morning I saw you
performing the job withoutperforming the job without
wearing your safety goggles.wearing your safety goggles.
 You and I agreed that you wouldYou and I agreed that you would
complete the first draft by today,complete the first draft by today,
but you tell me you need twobut you tell me you need two
more days.more days.

““I” MessagesI” Messages
• ““I” MessageI” Message
 Is an appeal rather than a demand that the otherIs an appeal rather than a demand that the other
person change.person change.
 Is focused on employee behavior, its effect, and howIs focused on employee behavior, its effect, and how
it makes the employee feel.it makes the employee feel.
 Frames the sender’s displeasure in a way thatFrames the sender’s displeasure in a way that
addresses the problem openly and tactfully and isaddresses the problem openly and tactfully and is
more likely to pave the way toward a resolution in anmore likely to pave the way toward a resolution in an
objective, supportive manner.objective, supportive manner.

““I” Messages (cont’d)I” Messages (cont’d)
• Major Parts of an “I” MessageMajor Parts of an “I” Message
 Feelings:Feelings: Indicate how the sender feels about theIndicate how the sender feels about the
effects of the behavior.effects of the behavior.
 Angry, embarrassed, frustrated, concerned, etc.Angry, embarrassed, frustrated, concerned, etc.
 Behavior:Behavior: Identify the specific behavior.Identify the specific behavior.
 Absenteeism, not keeping appointments, not meeting quota,Absenteeism, not keeping appointments, not meeting quota,
etc.etc.
 Effect:Effect: Spell out the end result of the behavior.Spell out the end result of the behavior.
 Poor example for others, making the work unit lookPoor example for others, making the work unit look
unproductive, inconvenience to others in the unit, etc.unproductive, inconvenience to others in the unit, etc.

Examples of “You” and “I” MessagesExamples of “You” and “I” Messages
““You” MessagesYou” Messages
 You neglected toYou neglected to
proofread that report,proofread that report,
you should know betteryou should know better
than to let a report gothan to let a report go
out like that.out like that.
 You know I expect you toYou know I expect you to
attend our regularattend our regular
meetings. You need tomeetings. You need to
attend them from nowattend them from now
on.on.
““I” MessagesI” Messages
 When I noticed theWhen I noticed the
many typos in themany typos in the
report, I was reallyreport, I was really
upset. It makes ourupset. It makes our
unit look careless andunit look careless and
unprofessional.unprofessional.
 When you don’t attendWhen you don’t attend
our regular meetings,our regular meetings,
I’m concerned that weI’m concerned that we
miss your expertisemiss your expertise
and insight.and insight.

EXHIBIT 11.6 Iceberg Model of Counseling

Coaching: The Counseling FunctionCoaching: The Counseling Function
Personal ProblemsPersonal ProblemsPersonal ProblemsPersonal Problems
Job PerformanceJob PerformanceJob PerformanceJob Performance Physical and EmotionalPhysical and Emotional
IllnessIllness
Physical and EmotionalPhysical and Emotional
IllnessIllness
Areas ofAreas of
EmployeeEmployee
CounselingCounseling
Areas ofAreas of
EmployeeEmployee
CounselingCounseling

Role of EAPs in CounselingRole of EAPs in Counseling
• Employee Assistance Programs (EAPs)Employee Assistance Programs (EAPs)
 Professional counseling and medical services forProfessional counseling and medical services for
employees with unresolved personal or work-relatedemployees with unresolved personal or work-related
problems.problems.
• Issues in CounselingIssues in Counseling
 Employee’s reluctance to “open up.”Employee’s reluctance to “open up.”
 Employee’s resentment of supervisor probing.Employee’s resentment of supervisor probing.
 Possible supervisor/company liability for negativePossible supervisor/company liability for negative
consequences for advice given to employee.consequences for advice given to employee.

EXHIBIT 11.7 Profile of Typical Substance Abusers
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.
• 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

EXHIBIT 11.7 Profile of Typical Substance Abusers (cont’d)
41.
• 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

EXHIBIT 11.8 Example of an Employee Assistance Program (EAP)
41.
•What the EAP is:
• Voluntary
• Independent
• Confidential
• Professional
• Free
• Accessible
• A Valuable Resource
•What the EAP is Not:
• A Branch of Human
Resources
• A Refuge for Poor Job
Performance
•Procedures for Use
• Self-Referral
• Supervisor/Management
Referral

Important TermsImportant TermsImportant TermsImportant Terms
• acknowledgingacknowledging
• affirmingaffirming
• attendingattending
• coachingcoaching
• confirmingconfirming
• confronting/challengingconfronting/challenging
• counselingcounseling
• Employee AssistanceEmployee Assistance
Programs (EAPs)Programs (EAPs)
• ““I” messageI” message
• mentoringmentoring
• pinpointingpinpointing
• probingprobing
• reflectingreflecting
• resourcingresourcing
• reviewingreviewing
• summarizingsummarizing
• tutoringtutoring

Supervisory management

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Supervisory management

Similar to Supervisory management (20)

More from Krouern Sopheak

More from Krouern Sopheak (8)

Recently uploaded

Recently uploaded (20)

Supervisory management