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  • PMRS Chapter 9

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    Shubham Srivastava
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    Coaching involves managers directing, motivating and rewarding employees to improve performance over time. There are four coaching styles that differ in assertiveness and communication approach. The coaching process involves observing employee development, documenting progress, providing feedback, and addressing performance issues up to termination if needed. Coaching aims to build employee skills, confidence, and involvement through an ongoing process of evaluation and guidance.

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    Performance Management

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    Coaching involves managers directing, motivating and rewarding employees to improve performance over time. There are four coaching styles that differ in assertiveness and communication approach. The coaching process involves observing employee development, documenting progress, providing feedback, and addressing performance issues up to termination if needed. Coaching aims to build employee skills, confidence, and involvement through an ongoing process of evaluation and guidance.

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    21 views6 pages

    PMRS Chapter 9

    Uploaded by

    Shubham Srivastava
    Coaching involves managers directing, motivating and rewarding employees to improve performance over time. There are four coaching styles that differ in assertiveness and communication approach. The coaching process involves observing employee development, documenting progress, providing feedback, and addressing performance issues up to termination if needed. Coaching aims to build employee skills, confidence, and involvement through an ongoing process of evaluation and guidance.

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    of 6

    Chapter 9

    Performance Management Skills

    1- COACHING

    Coaching is a collaborative, ongoing process in which the manager interacts with his or her
    employees and takes an active role and interest in their performance.3 In general, coaching
    involves directing, motivating, and rewarding employee behavior. Coaching is also
    concerned with long-term performance and involves ensuring that the developmental plan
    is being achieved.

    There are four guiding principles that provide a good framework for understanding
    successful coaching:

    1. A good coaching relationship is essential- For coaching to work, it is imperative that


    the relationship between the coach and the employee be trusting and collaborative.
    2. The employee is whole and unique- The coach must understand that each employee
    is a unique individual.
    3. The employee is the source and director of change- The coach must understand
    that the employee is the source of change and self-growth.
    4. The coach is the facilitator of the employee’s growth- The coach’s main role is one
    of facilitation. A coach must direct the process and help with the content (e.g., of a
    developmental plan) but not take control of these issues.

    Coaching involves the following functions:

     Giving advice to help employees improve their performance.


     Providing employees with guidance so that employees can develop their skills and
    knowledge appropriately
     Providing employees support and being there only when the manager is needed.
     Giving employees confidence that will enable them to enhance their performance
    continuously and to increase their sense of responsibility for managing their own
    performance.
     Helping employees gain greater competence by guiding them toward acquiring
    more knowledge and sharpening the skills that can prepare them for more complex
    tasks and higher-level positions.
    Coaching helps turn feedback into results. For this to happen, coaches need to engage in the
    following:

     Establish development objectives


     Communicate effectively.
     Motivate employees
     Document performance.
     Give feedback.
     Diagnose performance problems
     Develop employees.

    2- COACHING STYLES
    There are four main coaching styles: Driver, Persuader, Amiable, and Analyzer.

    1. Driver- Such coaches are assertive, speak quickly and often firmly, usually talk about
    tasks and facts, are not very expressive, and expose a narrow range of personal
    feelings to others.
    2. Persuader- Like drivers, persuaders are assertive, but they tend to use expansive
    body gestures, talk more about people and relationships, and expose others to a
    broad range of personal feelings.
    3. Amiable- They want everyone to be happy. Such coaches are likely to be more
    subjective than objective and direct employees to talk to customers in a certain way
    because it “feels” like the right thing to do or because the employee feels it is the
    right way to do it.
    4. Analyzer- Such coaches may have a preference for analyzing performance in a logical
    and systematic way and then follow rules and procedures when providing a
    recommendation.
    3- COACHING PROCESS

    3.1- OBSERVATION AND DOCUMENTATION OF DEVELOPMENTAL BEHAVIOR


    AND OUTCOMES

    Constraints for observing an employee’s performance regarding development activities:

     Time constraints- Managers may be too busy to gather and document information
    about an employee’s progress toward his developmental goals.
     Situational constraints- Managers are often unable to observe employees as they
    engage in developmental activities and therefore may not have first-hand knowledge
    about their performance.
     Activity constraints- When the developmental activity is highly unstructured, such as
    an employee’s reading a book, the manager may have to wait until the activity is
    completed to assess whether the activity has been beneficial.
    THE IMPORTANCE OF DOCUMENTING AN EMPLOYEE’S PROGRESS toward the
    achievement of developmental goals cannot be overemphasized. Similarly, it is critical to
    document employee performance in general. Why is this so important? Consider the
    following reasons:

     Minimize cognitive load- Observing and evaluating developmental activities, and


    performance in general, is a complex cognitive task. Thus, documentation helps
    prevent memory-related errors
     Create trust- When documentation exists to support evaluations, there is no mystery
    regarding the outcomes. This, in turn, promotes trust and acceptance of decisions
    based on the evaluation provided.
     Plan for the future- Documenting developmental activities and their outcomes
    enables discussion about specific facts instead of assumptions and hearsay. A careful
    examination of these facts permits better planning of developmental activities for
    the future.
     Provide legal protection- Specific laws prohibit discrimination against members of
    various classes (e.g., sex or religion) in how developmental activities are allocated.

    What Can Managers Do To Document Performance Regarding Developmental Activities And


    Performance In General In A Useful And Constructive Way? Consider The Following
    Recommendation:

    3.2 Giving Feedback


    Feedback is information about past behavior that is given with the goal of improving future
    performance. Giving feedback to an employee regarding her progress toward achieving her
    goals is a key component of the coaching process.

     Helps build confidence. Praising good performance builds employee confidence


    regarding future performance. It also lets employees know that their manager cares
    about them.
     Develops competence. Communicating clearly about what has been done right and
    how to do the work correctly is valuable information that helps employees become
    more competent and improve their performance
     Enhances involvement. Receiving feedback and discussing performance issues allow
    employees to understand their roles in the unit and organization as a whole. This, in
    turn, helps employees become more involved in the unit and the organization

    COMPONENTS OF EFFECTIVE FEEDBACK:

     Timely.
     Frequent.
     Specific.
     Verifiable.
     Consist.
     Private
     Consequential. - Feedback should include contextual information that allows the
    employee to understand the importance and consequences of the behaviors and
    results in question.
     Description first, evaluation second. Feedback should first focus on describing
    behaviors and results rather than on evaluating and judging behaviors and results
     Reladed to Performance continuum. Feedback should describe performance as a
    continuum, going from less to more in the case of good performance and from more
    to less in the case of poor performance.
     Based on identifiable patterns of performance
     Confidence builder in the employee.
     Tool for idea generation.

    3.2.1 PRAISE
    3.2.2 NEGATIVE FEEDBACK
    3.3 DISCIPLINARY PROCESS AND TERMINATION
    4 PERFORMANCE REVIEW MEETINGS

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