Chapter 9

Performance
Management
Skills
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-1
9-1

Overview
Coaching
Coaching Styles
Coaching Process
Performance Review Meetings

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-2
9-2

Coaching: Definition (1)

Helping relationship
Manager

Interacts with employee

Takes active role and interest in
performance

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-3
9-3

Coaching: Definition (2)

Collaborative ongoing process

Directing employee behavior
Motivating employee behavior
Rewarding employee behavior
Concern with long-term
performance

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-4
9-4

Understanding Successful Coaching

Guiding Principles (1)

A good coaching relationship is

essential and coaches are
Trusting and collaborative
Willing to listen in order to
understand
Looking for positive aspects of the
employee
Understanding that coaching is
done with the employee, not to the
employee
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-5
9-5

Understanding Successful Coaching

Guiding Principles (2)
The employee is the source
and director of change
The employee is whole and
unique
The coach is the facilitator of
the employees growth

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-6
9-6

Major Coaching Functions

Give advice
Provide guidance
Provide support
Give confidence
Promote greater competence

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-7
9-7

Key Coaching Behaviors

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

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-8
9-8

The Good Coach Questionnaire

Do you listen to your employees?

Do you understand the individual
needs of your employees?
Do you encourage employees to
express their feelings openly?
Do you provide your employees
with tangible and intangible
support for development?
Do your employees know your
expectations about their
performance?
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-9
9-9

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 and
development?
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-10
9-10

Coaching Styles

Task and
fact oriented
People
oriented

More
assertive

Less
assertive

Driver

Analyzer

Persuader

Amiable

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-11
9-11

Adaptive Coaches Use All Styles

According to Employee Needs

Sometimes providing direction

Sometimes persuading
Sometimes showing empathy
Sometimes paying close
attention to rules and established
procedures

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-12
9-12

Coaching Process
Set
Developmental
Goals

Identify
Developmental
Resources &
Strategies

Implement
Strategies

Give Feedback

Observe and
Document
Developmental
Behavior

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-13
9-13

Coaching Process:
Steps Covered in Chapter 8

Set developmental goals

Identify resources and
strategies needed to implement
developmental goals
Implement developmental
goals

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-14
9-14

Coaching Process:
Overview of Remaining Steps

Observe and document

developmental behavior and
outcomes
Give feedback

Praise
Negative feedback

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-15
9-15

Observe and Document Developmental

Behavior and Outcomes
Constraints:

Time
Situation
Activity

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-16
9-16

Organizational Activities
to 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
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-17
9-17

Reasons to Document Performance

Minimize cognitive load

Create trust
Plan for the future
Provide legal protection

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-18
9-18

Recommendations 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
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-19
9-19

Giving Feedback

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

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-20
9-20

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
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-21
9-21

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
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-22
9-22

To Be Effective, Feedback Should

Provide description
first, evaluation
(Continued)
second
Cover the continuum of performance
Identify patterns
Demonstrate confidence in employee
Allow for both
Supervisors advice and
Idea generation by both

Employee
Supervisor
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-23
9-23

Guidelines for Giving Praise

Be sincereonly 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

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-24
9-24

Giving Negative Feedback

Managers avoid giving negative
feedback due to
Negative reactions and consequences
Negative experiences in the past
Dislike of playing God
Need for irrefutable and conclusive
evidence

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-25
9-25

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 hard data

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-26
9-26

Feedback Sessions Should Always

Answer: (1)

How is your job going?

Do you have what you need to
do your job?
Are you adequately trained?
Do you have the skills and
tools you need to do your job?
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-27
9-27

Feedback Sessions Should Always

Answer: (2)
What can be done to improve?
Job
Product
Services

How can you better serve your

customers?
Internal
External

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-28
9-28

Disciplinary Process and

Termination

Formal disciplinary process

involves
Verbal warning
Written warning

... which may lead to termination

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-29
9-29

Disciplinary Process and

Termination

Optional step prior to formal

disciplinary process:
Decision-making leave

A decision-making leave is a day of

contemplation that is paid and allows
the employee to stay home and decide
whether working in this organization is
what he or she really wants to do.
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-30
9-30

Disciplinary Process and

Termination

Five pitfalls to be avoided in the

termination of an employee

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-31
9-31

Disciplinary Process and

Termination

Pitfall #1: Acceptance of poor

performance
Suggestion: Do not ignore the
problem, address it immediately

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-32
9-32

Disciplinary Process and

Termination

Pitfall #2: Failure to get the

message through

Suggestion: Be specific about the

performance problem and the
consequences of not addressing it
effectively

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-33
9-33

Disciplinary Process and

Termination

Pitfall #3: Performance standards

are unrealistic or unfair
Suggestion: Remind employees of the
fairness of the performance standard
and provide documentation of the
poor performance

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-34
9-34

Disciplinary Process and

Termination

Pitfall #4: Negative affective

reactions

Suggestion: Do not let emotional

reactions derail you from your
missions of describing the nature of
the problem, what needs to be done,
and the consequences of not doing so

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-35
9-35

Disciplinary Process and

Termination

Pitfall #5: Failure to consult

Human Resources

Suggestion: Consult with Human

Resources regarding legal requirement
prior to termination

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-36
9-36

Disciplinary Process and

Termination

Suggestions for the termination

meeting:

Be respectful
Get right to the point
Wish the employee well
Send the employee to HR
Have the employee leave immediately
Have the termination meeting at the end
of the day
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-37
9-37

Supervisory Roles in Managing

Performance
Judge
Evaluate performance
Allocate rewards

Coach
Help employee solve performance
problems
Identify performance weaknesses
Design developmental plans

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-38
9-38

Performance Review Formal

Meetings

Possible types of formal meetings:

1.
2.
3.
4.
5.
6.

System Inauguration
Self-Appraisal
Classical Performance Review
Merit/Salary Review
Developmental Plan
Objective Setting

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-39
9-39

Steps to Take Before Meeting

Give at least two weeks notice

Block sufficient time
Arrange to meet in a private
location without interruptions

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-40
9-40

1.
2.
3.

4.
5.
6.
7.
8.
9.

Merged Performance Review

Meeting Components

Explanation of meeting purpose

Employee self-appraisal
Supervisor and employee share rating and
rationale
Developmental discussion
Employee summary
Rewards discussion
Follow-up meeting arrangement
Approval and appeals process discussion
Final recap
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-41
9-41

Possible 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

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-42
9-42

To Prevent/Reduce Defensive
Behaviors

Establish and maintain rapport

Be empathetic
Observe verbal and nonverbal
cues
Minimize threats
Encourage participation

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-43
9-43

When Defensiveness Is
Unavoidable

Recognize it
Allow its expression

Accept employees feelings

Ask for additional information and
clarification (if appropriate)

If situation becomes intolerable:

Reschedule the meeting for a later
time
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-44
9-44

Quick Review
Coaching
Coaching Styles
Coaching Process
Performance Review
Meetings

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-45
9-45

All rights reserved. No part of this publication may be

reproduced, stored in a retrieval system, or transmitted, in
any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior
written permission of the publisher. Printed in the United
States of America.

Copyright 2013 Pearson Education, Inc.

publishing as Prentice Hall
Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

9-46
9-46