LEADING & COACHING FOR SUPERIOR PERFORMANCE · Expectancy theory: Views motivation as the result of three different expectancies: Effort. Performance. Reward. Need satisfaction. Key

Purdue Manufacturing Extension Partnership(800) 877-5182

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LEADING & COACHING FOR SUPERIOR PERFORMANCE

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SP152 Leading & Coaching for Superior Performance, V2 Copyright 2019 Purdue University

About the Instructor Joseph (Joe) T. McMurry

Eleven (11) years of experience teaching organizational leadership and industrial technology courses for Purdue University.

Executive positions overseeing all aspects of business, including: operations/manufacturing, organizational development and human resources, engineering, hardware and software development, quality assurance, project management, purchasing, material control and distribution, sales and marketing, contract negotiation and accounting.

Education: Masters in Business Administration, Indiana Wesleyan University Bachelor of Science in General Management, Purdue University,

Krannert School of Management

[email protected](765) 426-7382

mailto:[email protected]

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Objectives

At the end of this talk, you should be able to: Identify the skills and attitudes needed to be an

effective leader and coach. Assess your own leadership style and ability. Identify employee motivators. Define the coaching process and list coaching best

practices.

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Understanding Me Stereotyping Halo effect:

If overall impression is positive, we ignore negative characteristics and concentrate on positive ones.

Horn effect: If overall impression is negative, we ignore positive

characteristics and concentrate on negative ones.

Contrast effect: We perceive greater or lesser differences than actually present

due to prior exposure. A 6’7” basketball player will make an average man of 5’10” seem short.

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Understanding Others To effectively lead and coach, we must also

understand others.

Self-actualization: Becoming what you are capable of becoming

Physiological needs: Food, water, warmth, rest

Safety needs: Security, safety

Belongingness and love needs:Intimate relationships, friends

Esteem needs: Prestige, feeling of accomplishment

Self-actualization:

Achieving one’s full potential, including creative activities

Self-fulfillment needs

Psychological needs

Basic needs

Maslow’s Hierarchy of Needs

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McGregor’s Theory X and Theory YTheory X: Assumes employees are

naturally unmotivated and dislike work

Encourages authoritarianmanagement style

Theory Y: Assumes employees are

self-motivated & creative and enjoy working

Encourages participativemanagement style

Key point: Your assumptions can influence your management style.

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Motivating Others: Goal Setting

Goal setting theory: Behavior is regulated by values, intentions, and goals.

Principles to improve chance of success: Clarity: SMART goals Challenge Commitment Feedback Task complexity

Key point: Clear goals and appropriate feedback motivate employees.

1. Specific2. Measurable3. Attainable4. Results oriented5. Target dates

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The employee values the reward

The employee believes that acceptable

performance will produce the

desired reward.

The employee believes that

effort will result in acceptable performance.

Motivating Others: Expectancy Expectancy theory: Views motivation as the result

of three different expectancies:

Effort Performance Reward Need satisfaction

Key point: Individuals choose actions they think will provide a reward.

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Motivating Others: Equity Theory Equity theory of motivation: We seek a fair balance

between what we put into our work and what we get out. Perceived favoritism can be a result.

Key point: Employees are motivated by a positive connection between what they put in and what they get out.

Inputs Outputs

Time, effort, ability, loyalty, flexibility, commitment,

reliability, personal sacrifice, etc.

Pay, perks, benefits, security, recognition, enjoyment,

development, reputation, praise, responsibility, etc.

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Motivating Others: Contingency

Contingency theory (Hersey-Blanchard): Leadership depends upon the

individual situation. No single leadership style can

be considered the “best.”

A larger version of this diagram is in your participant's guide.

Source: Hersey, P., Blanchard, K. H., & Johnson, D. E. (2013). Management of organizational behavior: Leading human resources. Boston: Pearson.

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Clarifying Roles & Objectives Clearly explain an assignment and the reason for it.

Set specific goals and deadlines for important tasks. Explain priorities for different objectives or responsibilities. Check for understanding of the assignment.

Provide any necessary instruction on how to do it. Observe operations directly. Ask specific questions.

Encourage reporting of problems and mistakes. Use information from monitoring to guide other

behaviors.

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Supporting Employees Show acceptance and positive regard. Provide empathy and support when a person is

anxious or upset. Bolster the person’s self-esteem and confidence. Be willing to help with personal problems.

A leader is only as successful as his/her team.

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Developing Employees

Mentoring Show concern for

each person’s development.

Promote the person’s reputation.

Provide helpful career advice.

Help the person prepare for a job change.

Coaching Help the person

identify ways to improve performance (be patient and helpful when coaching).

Encourage coaching by peers when appropriate.

Developing subordinates’ skills: Provide developmental

opportunities Assign appropriate but

challenging tasks. Encourage attendance at

relevant training activities.

Provide opportunities to learn from experience.

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Team Member Performance What should our employees expect and deserve

regarding our reaction to performance problems? McMurry’s four (4) questions.

1. Have I given them the proper tools?2. Have I given them the proper training?3. Have I given them the responsibility AND

authority to do their job?4. Have I gotten out of their way?

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Employee Coaching

Coaching: Is an approach to managing people. Creates a motivating climate for performance. Improves the match between actual and expected

performance. Increases the probability for employee success. Requires an understanding of yourself and your

employees. What motivates employees?

Fits with a participative leadership style.

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Coaching Process

Identify a performance gap

Get agreement on the gap

Explore causes and solutions

Develop a plan of action

Assess progress; provide praise

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Coaching Guidelines Make it an encounter, not a confrontation.

Focus on the behavior, not the person. Use “I” messages, not “You” messages. Ask open-ended questions. Use empathy when appropriate.

Clearly define consequences: Focus on both positive or negative. Whatever you do, make sure you can follow through!

Invite options for resolution and offer support.See additional information on

coaching in your participant's guide.

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Activity: Coaching Practice

You are a payroll manager supervising 25 people. Your team works in close quarters with little physical separation between work stations. Drew is one of your best performers, yet you have received complaints that Drew tends to sprinkle conversations with rather crude and vulgar references. This is not a team of saints, but some have complained that Drew is crossing the line. You need to talk to Drew.

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Objectives Now that you have completed this workshop, you should

be able to: Identify the skills and attitudes needed to be an

effective leader and coach. Assess your own leadership style and ability. Identify employee motivators. Define the coaching process and list coaching best

practices.

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Sources Adapted from Bortner, R. W. (1969). A short rating scale as a potential measure of pattern a behavior.

Journal of Chronic Diseases, 22(2), 87-91. doi:10.1016/0021-9681(69)90061-7

Cook, M., & Poole, L. (2011). Manager's guide to effective coaching. New York: McGraw-Hill.

Crawford, D. (2008). We Need to Talk: Ten Scenarios to Practice Handling Needed Conversations(Publication). Retrieved April 7, 2016, from Society for Human Resource Management website: https://www.shrm.org/Education/hreducation/Documents/We Need to Talk.pdf

Griffith, D., Goodwin, C., & Goodwin, C. (2013). Conflict survival kit: Tools for resolving conflict at work. Boston: Pearson.

Johnson, A. (n.d.). Learning & Development: What Is Coaching? Retrieved April 05, 2016, from http://hrweb.mit.edu/learning-development/learning-topics/leading/articles/what-is-coaching

O.P. John, “The ‘Big Five’ Factor Taxonomy: Dimensions of Personality in the Natural Language and in Questionnaires,” in L.A. Pervin (ed.), Handbook of Personality Theory and Research (NY: Guilford Press 1990), pp. 66-100; and D.L. Formy-Duval, J.E. Williams, D.J.Patterson, and E.E. Fogle, “A ‘Big Five’ Scoring System for the Item Pool of the Adjective Check List,” Journal of Personality Assessment, Vol 65, 1195, pp. 59-76.

Pfeiffer, J. W., & Jones, J. E. (1973). A handbook of structural experiences for human relations training. San Diego: University Associates.

Yukl, G. A. (2013). Leadership in organizations. Essex, England: Pearson Education Limited.

http://hrweb.mit.edu/learning-development/learning-topics/leading/articles/what-is-coaching