Prentice Hall, Inc. © 2006 Herman Aguinis, University of Colorado at Denver9-1

Performance Management Skills:Performance Management Skills:OverviewOverview

• Coaching• Coaching Styles• Coaching Process• Performance Review Meetings

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 Herman Aguinis, University of Colorado at Denver9-4

Key Coaching Behaviors Key Coaching Behaviors

• Establish developmental objectives• Communicate effectively• Motivate employees• Document performance• Give feedback• Diagnose performance problems• Develop employees

Prentice Hall, Inc. © 2006 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?

Prentice Hall, Inc. © 2006 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?

Prentice Hall, Inc. © 2006 Herman Aguinis, University of Colorado at Denver9-7

Coaching StylesCoaching Styles

More Assertive Less assertive

Task & Fact oriented Driver Analyzer

People oriented Persuader Amiable

Prentice Hall, Inc. © 2006 Herman Aguinis, University of Colorado at Denver9-8

Adaptive coaches use all stylesAdaptive coaches use all stylesaccording to employee needs:according to employee needs:

• Sometimes providing direction• Sometimes persuading• Sometimes showing empathy• Sometimes paying close attention to rules and

established procedures

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 Herman Aguinis, University of Colorado at Denver9-12

Observe and Document Developmental Behavior Observe and Document Developmental Behavior and Outcomesand Outcomes

Constraints:• Time• Situation• Activity

Prentice Hall, Inc. © 2006 Herman Aguinis, University of Colorado at Denver9-13

Organizational Activities Organizational 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

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 Herman Aguinis, University of Colorado at Denver9-16

Giving FeedbackGiving Feedback

• Main purposes:– Help build confidence– Develop competence– Enhance involvement– Improve future performance

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 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)

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 Herman Aguinis, University of Colorado at Denver9-25

Performance Review Formal MeetingsPerformance Review Formal Meetings

Possible types of formal meetings:1. System Inauguration2. Self-Appraisal3. Classical Performance Review4. Merit/Salary Review5. Developmental Plan6. Objective Setting

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 Herman Aguinis, University of Colorado at Denver9-27

Merged Performance Review MeetingMerged Performance Review MeetingComponentsComponents

1. Explanation of meeting purpose2. Employee self-appraisal3. Supervisor & employee share rating and rationale4. Developmental discussion5. Employee summary6. Rewards discussion7. Follow-up meeting arrangement8. Approval and appeals process discussion9. Final recap

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 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

Prentice Hall, Inc. © 2006 Herman Aguinis, University of Colorado at Denver9-30

When defensiveness is unavoidable:When defensiveness is unavoidable:

Recognize itAllow its expression

If situation becomes intolerableReschedule the meeting for a later time