This document discusses coaching and performance management. It defines coaching as a collaborative process where a manager takes an active role in an employee's performance by directing, motivating, and rewarding their behavior. Key coaching functions include giving advice, guidance, support, and confidence. Effective coaching involves setting goals, communicating, motivating employees, documenting performance, and providing feedback. Coaching styles can range from task-oriented to people-oriented. Good coaches use different styles based on employee needs. The coaching process involves setting goals, identifying resources, implementing strategies, observing performance, and providing feedback.

1. Herman Aguinis, University of Colorado at
Performance Management
Skill
Prof. Preeti Bhaskar
Symbiosis Centre for
Management Studies, NOIDA

2. Herman Aguinis, University of Colorado at
Coaching: Definition
• Manager
– Interacts with employee and
– Takes active role and interest in performance
• Collaborative ongoing process
– Directing employee behavior
– Motivating employee behavior
– Rewarding employee behavior
• Concerned with long-term performance
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3. Herman Aguinis, University of Colorado at
Major Coaching Functions:
• Give advice
• Provide guidance
• Provide support
• Give confidence
• Promote greater competence
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4. Herman Aguinis, University of Colorado at
Key Coaching Behaviors
• Establish developmental objectives
• Communicate effectively
• Motivate employees
• Document performance
• Give feedback
• Diagnose performance problems
• Develop employees
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5. Herman Aguinis, University of Colorado at
The Good Coach Questionnaire
 Do you listen to your employees?
 Do you understand their individual
needs?
 Do you encourage employees to
express their feelings openly?
 Do you give tangible and intangible
support for development?
 Do your employees know your
expectations about their
performance?
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6. Herman Aguinis, University of Colorado at
The Good Coach Questionnaire (continued)
Do you encourage open and honest
discussions and problem solving?
Do you help your employees create
action plans that will
Solve problems?
Create changes?
Do you help your employees explore
potential areas of
Growth?
Development?
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7. Herman Aguinis, University of Colorado at
Coaching Styles
More Assertive Less assertive
Task & Fact
oriented Driver Analyzer
People oriented Persuader Amiable
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8. Herman Aguinis, University of Colorado at
Adaptive coaches use all styles
according to employee needs:
• Sometimes providing direction
• Sometimes persuading
• Sometimes showing empathy
• Sometimes paying close attention to
rules and established procedures
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9. Herman Aguinis, University of Colorado at
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Coaching Process
Set
Developme
ntal Goals
Identify
Developmen
tal
Resources
& Strategies
Implement
strategies
Observe and
Document
Developmental
Behavior
Give Feedback

10. Herman Aguinis, University of Colorado at
Coaching Process:
Steps covered in Chapter 8
• Set Developmental Goals
• Identify Resources and Strategies
Needed to Implement
Developmental Goals
• Implement Developmental Goals
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11. Herman Aguinis, University of Colorado at
Coaching Process:
Overview of remaining steps
• Observe and Document
Developmental Behavior and
Outcomes
• Give Feedback
–Praise
–Negative Feedback
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12. Herman Aguinis, University of Colorado at
Observe and Document Developmental Behavior
and Outcomes
Constraints:
• Time
• Situation
• Activity
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13. Herman Aguinis, University of Colorado at
Organizational Activities
to improve documentation of performance
• Good communication plan to get manager
buy-in
• Training programs
– Rater error training
– Frame-of-reference training
– Behavioral observation training
– Self-leadership training
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14. Herman Aguinis, University of Colorado at
Reasons to document performance
• Minimize cognitive load
• Create trust
• Plan for the future
• Legal protection
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15. Herman Aguinis, University of Colorado at
Recommendations for Documentation
• Be specific
• Use adjectives and adverbs sparingly
• Balance positives with negatives
• Focus on job-related information
• Be comprehensive
• Standardize procedures
• Describe observable behavior
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16. Herman Aguinis, University of Colorado at
Giving Feedback
• Main purposes:
–Help build confidence
–Develop competence
–Enhance involvement
–Improve future performance
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17. Herman Aguinis, University of Colorado at
Potential costs of failing to provide feedback:
• Employees are deprived of chance to
improve their own performance
• Chronic poor performance
• Employees have inaccurate
perceptions of how their performance
is regarded by others
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18. Herman Aguinis, University of Colorado at
To be effective, feedback should:
• Be timely
• Be frequent
• Be specific
• Be verifiable
• Be consistent (over time and across
employees)
• Be given privately
• Provide context and consequences
(continued next slide)
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19. Herman Aguinis, University of Colorado at
To be effective, feedback should: (continued)
• Describe first, evaluate second
• Cover the continuum of performance
• Identify patterns
• Demonstrate confidence in
employee
• Allow for both advice and idea
generation
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20. Herman Aguinis, University of Colorado at
Guidelines for Giving Praise
• Be sincere – only give praise when it is
deserved
• Give praise about specific behaviors or
results
• Take your time
• Be comfortable with act of praising
• Emphasize the positive
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21. Herman Aguinis, University of Colorado at
Giving Negative Feedback
Managers avoid giving negative
feedback due to:
• Negative reactions and consequences
• Negative experiences in the past
• Playing “god”
• Need for irrefutable and conclusive
evidence
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22. Herman Aguinis, University of Colorado at
Negative feedback is most useful when it:
• Identifies warning signs and
performance problem is still
manageable
• Clarifies unwanted behaviors and
consequences
• Focuses on behaviors that can be
changed
• Comes from a credible source
• Is supported by data
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23. Herman Aguinis, University of Colorado at
Feedback Sessions should always answer:
• How is your job going?
• What can be done to make it better?
– Job
– Product
– Services
• How can you better serve your
customers?
– Internal
– External
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24. Herman Aguinis, University of Colorado at
Supervisory roles in managing performance
• Judge
– Evaluate performance
– Allocate rewards
• Coach
– Help employee solve performance
problems
– Identify performance weaknesses
– Design developmental plans
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25. Herman Aguinis, University of Colorado at
Performance Review Formal Meetings
Possible types of formal meetings:
1. System Inauguration
2. Self-Appraisal
3. Classical Performance Review
4. Merit/Salary Review
5. Developmental Plan
6. Objective Setting
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26. Herman Aguinis, University of Colorado at
Steps to take before meeting:
• Give at least 2-weeks notice
• Block sufficient time
• Arrange to meet in a private location
without interruptions
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27. Herman Aguinis, University of Colorado at
Merged Performance Review Meeting
Components
1. Explanation of meeting purpose
2. Employee self-appraisal
3. Supervisor & employee share rating and
rationale
4. Developmental discussion
5. Employee summary
6. Rewards discussion
7. Follow-up meeting arrangement
8. Approval and appeals process discussion
9. Final recap

28. Herman Aguinis, University of Colorado at
Possible defensive behaviors of employees
• Fight response
– Blaming others
– Staring at supervisor
– Raising voice
– Other aggressive responses
• Flight response
– Looking/turning away
– Speaking softly
– Continually changing the
subject
– Quickly agreeing without
basis
– Other passive responses

29. Herman Aguinis, University of Colorado at
To prevent/reduce defensive behaviors
• Establish and maintain rapport
• Be empathetic
• Observe verbal and nonverbal cues
• Minimize threats
• Encourage participation
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30. Herman Aguinis, University of Colorado at
When defensiveness is unavoidable:
Recognize it
Allow its expression
If situation becomes intolerable
Reschedule the meeting for a later
time
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