Coaching and Performance Management Chapter 10 Werner, J. & DeSimone, R. (2009). Human Resource Development. (5 th ed.). Mason, OH: South-Western Cengage.

Coaching and Performance Management

Chapter 10

Werner, J. & DeSimone, R. (2009). Human Resource Development. (5th ed.). Mason, OH: South-Western

Cengage Learning.

Emily Vande Loo

Learning Objectives

1. Describe needs for coaching2. Define coaching3. Describe two main coaching activities4. Define poor performance5. Describe deviant workplace behaviors

Need for Coaching

Sometimes employees know how to effectively do their jobs.

However, sometimes they simply

don’t know.

Page 314

Need for CoachingSome managers “choose to ignore poor performance.” They may reassign work or just do it themselves rather than address the problem.

Page 314

Need for Coaching“If superior performance is neither noticed nor rewarded, a climate may exist in which effective performance is actually discouraged.”

Page 314

Managers and Performance

Based on the pictures, how would you describe their management styles?

Page 315

Positive and Active Negative and Reactive

Managers and Performance

Positive and Active• Empowers employees

• Informs employees of job-related changes and provides

opportunities for training

• Provides feedback regularly and rewards effective performance when it occurs

Negative and Reactive• Controls employees

• Sink or swim approach to job-related

changes

• Provides feedback or intervenes only to correct problems or increase production

Page 315

Two Ways to Provide Feedback

• Performance appraisal: annual formal evaluation using a

standardized rating system to “evaluate various aspects of employee performance”

• Performance management: “goes beyond annual appraisal ratings and interviews and incorporates goal setting, feedback,rewards, and individual developments”

Pages 315-316

What is Coaching?

Ferdinand Fournies: “a face-to-face discussion between a manager and a subordinate to get the subordinate to stop performing undesirable behaviors and begin performing desirable ones.”

Dennis Kinlaw: “a mutual conversation between a manager and an employee (or between colleagues) that follows a predictable process and leads to superior performance, commitment to sustained improvement, and positive relationships.”

Kirkpatrick & Zemke and Evered & Selman: liken managerial coaching to coaching athletics because they have similar responsibilities such as: “gathering data, providing feedback, recruiting, motivating, ensuring results, [and] working with individuals and the team.” Management should be seen as “empowering or enabling employees” rather than “controlling” them. Pages 316-317

What is Coaching?

• Coaching is “a process used to encourage employees to accept responsibility for their own performance, to enable them to achieve and sustain superior performance, and to treat them as partners in working toward organizational goals and effectiveness.”

1. Coaching Analysis2. Coaching Discussions

Page 318

Coaching Activities

Coaching Analysis• “Analyzing performance

and the conditions under which performance occurs”

Coaching Discussions• “Face-to-face

communication between employee and supervisor to solve problems and to enable the employee to maintain and improve effective performance”

Page 318

Role of Manager in CoachingEstablishes Standards Monitors Performance Delegates Assignments

Possesses information, opportunity, and authority necessary to serve as COACH

Page 318

Defining Poor Performance

• Poor performance: “specific agreed-upon deviation from expected behavior”

• Standard behaviors defined by measuring against other behaviors

• Acceptable exceptions to the standard must be explicit

Page 320

Establishing Standards

The situation: • expectations about attendance and shortened work days

(coming in late/leaving early) have never been established in your workplace

• you are attending a meeting either as a manager or an employee to establish standard expectations about attendance at work

• all stakeholders must agree upon the standards

• the standards should align with the company’s goal of productivity

Establishing Standards

The process: • read your entire role to

yourself• take turns reading your

role to the group• as a group, complete

the task steps

The task: • define standard of

acceptable attendance• define deviations and

additional exceptions (if any exist)

Establishing Standards

Red = Manager

Blue = Employee with Attendance Issues

Green = Employee

Yellow = Employee

Deviant Workplace Behavior

• “Voluntary behavior that violates significant organizational norms, and in doing so threatens the well-being of an organization, its members, or both.”

Page 321

Deviant Workplace Behavior

Page 321

Production Deviance

Deviant Workplace Behavior

Page 321

Property Deviance

Deviant Workplace Behavior

Page 321

Political Deviance

Deviant Workplace Behavior

Page 321

Personal Aggression

Responding to Poor Performance

• Figuring out why there is deviant behavior and using an appropriate solution is key.

• One behavior “may be caused by different factors at different times.”

Page 321

Responding to Poor Performance

• Causal attribution theory: “process by which people assign causes to their own and others’ behavior”

• Internal:1. Effort2. Ability

• External:3. Task difficulty4. Luck

Page 321

Responding to Poor Performance• Fundamental attribution error: “tendency to

overattribute a behavior to a cause within a person rather than to a situation”

Page 322

• Manager bias yields toward focus on employee

• Employee need to maintain self-esteem yields to focus on situation

Person –effort and ability

Situation –task difficulty and luck

Responding to Poor Performance-Coaching Process

Coaching Analysis

Coaching Discussion