The document discusses performance management skills, focusing on coaching as a collaborative process that enhances employee performance through various functions like advice, support, and feedback. It outlines effective coaching behaviors, styles, and the importance of documenting performance and providing timely feedback to foster development. Additionally, it highlights the roles of supervisors in performance reviews and strategies to improve communication and reduce defensive behaviors during reviews.

1. Herman Aguinis, University of Colorado at Denver9-1
Performance Management Skills:Performance Management Skills:
OverviewOverview
• Coaching
• Coaching Styles
• Coaching Process
• Performance Review Meetings

2. Herman Aguinis, University of Colorado at Denver9-2
Coaching: DefinitionCoaching: 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

3. Herman Aguinis, University of Colorado at Denver9-3
Major Coaching Functions:Major Coaching Functions:
• Give advice
• Provide guidance
• Provide support
• Give confidence
• Promote greater competence

4. Herman Aguinis, University of Colorado at Denver9-4
Key Coaching BehaviorsKey Coaching Behaviors
• Establish developmental objectives
• Communicate effectively
• Motivate employees
• Document performance
• Give feedback
• Diagnose performance problems
• Develop employees

5. Herman Aguinis, University of Colorado at Denver9-5
The Good Coach QuestionnaireThe 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?

6. Herman Aguinis, University of Colorado at Denver9-6
The Good Coach Questionnaire (continued)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?

7. Herman Aguinis, University of Colorado at Denver9-7
Coaching StylesCoaching Styles
More Assertive Less assertive
Task & Fact
oriented Driver Analyzer
People oriented Persuader Amiable

8. Herman Aguinis, University of Colorado at Denver9-8
Adaptive coaches use all stylesAdaptive coaches use all styles
according to employee needs:according to employee needs:
• Sometimes providing direction
• Sometimes persuading
• Sometimes showing empathy
• Sometimes paying close attention to rules and
established procedures

9. Herman Aguinis, University of Colorado at Denver9-9
Set
Developmenta
l Goals
Identify
Developmental
Resources &
Strategies
Implement
strategies
Observe and
Document
Developmental
Behavior
Give Feedback
Coaching ProcessCoaching Process

10. Herman Aguinis, University of Colorado at Denver9-10
Coaching Process:Coaching Process:
Steps covered in Chapter 8Steps covered in Chapter 8
• Set Developmental Goals
• Identify Resources and Strategies
Needed to Implement Developmental
Goals
• Implement Developmental Goals

11. Herman Aguinis, University of Colorado at Denver9-11
Coaching Process:Coaching Process:
Overview of remaining stepsOverview of remaining steps
• Observe and Document Developmental
Behavior and Outcomes
• Give Feedback
– Praise
– Negative Feedback

12. Herman Aguinis, University of Colorado at Denver9-12
Observe and Document Developmental BehaviorObserve and Document Developmental Behavior
and Outcomesand Outcomes
Constraints:
• Time
• Situation
• Activity

13. Herman Aguinis, University of Colorado at Denver9-13
Organizational ActivitiesOrganizational Activities
to improve documentation of performanceto 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

14. Herman Aguinis, University of Colorado at Denver9-14
Reasons to document performanceReasons to document performance
• Minimize cognitive load
• Create trust
• Plan for the future
• Legal protection

15. Herman Aguinis, University of Colorado at Denver9-15
Recommendations for DocumentationRecommendations 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

16. Herman Aguinis, University of Colorado at Denver9-16
Giving FeedbackGiving Feedback
• Main purposes:
– Help build confidence
– Develop competence
– Enhance involvement
– Improve future performance

17. Herman Aguinis, University of Colorado at Denver9-17
Potential costs of failing to provide feedback: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

18. Herman Aguinis, University of Colorado at Denver9-18
To be effective, feedback should: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)

19. Herman Aguinis, University of Colorado at Denver9-19
To be effective, feedback should:To be effective, feedback should: (continued)(continued)
• Describe first, evaluate second
• Cover the continuum of performance
• Identify patterns
• Demonstrate confidence in employee
• Allow for both advice and idea generation

20. Herman Aguinis, University of Colorado at Denver9-20
Guidelines for Giving PraiseGuidelines 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

21. Herman Aguinis, University of Colorado at Denver9-21
Giving Negative FeedbackGiving 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

22. Herman Aguinis, University of Colorado at Denver9-22
Negative feedback is most useful when it: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

23. Herman Aguinis, University of Colorado at Denver9-23
Feedback Sessions should always answer: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

24. Herman Aguinis, University of Colorado at Denver9-24
Supervisory roles in managing performanceSupervisory roles in managing performance
• Judge
– Evaluate performance
– Allocate rewards
• Coach
– Help employee solve performance problems
– Identify performance weaknesses
– Design developmental plans

25. Herman Aguinis, University of Colorado at Denver9-25
Performance Review Formal MeetingsPerformance 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

26. Herman Aguinis, University of Colorado at Denver9-26
Steps to take before meeting:Steps to take before meeting:
• Give at least 2-weeks notice
• Block sufficient time
• Arrange to meet in a private location without
interruptions

27. Herman Aguinis, University of Colorado at Denver9-27
Merged Performance Review MeetingMerged Performance Review Meeting
ComponentsComponents
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 Denver9-28
Possible defensive behaviors of employeesPossible 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 Denver9-29
To prevent/reduce defensive behaviorsTo prevent/reduce defensive behaviors
• Establish and maintain rapport
• Be empathetic
• Observe verbal and nonverbal cues
• Minimize threats
• Encourage participation

30. Herman Aguinis, University of Colorado at Denver9-30
When defensiveness is unavoidable:When defensiveness is unavoidable:
Recognize it
Allow its expression
If situation becomes intolerable
Reschedule the meeting for a later time