1. Herman Aguinis, University of Colorado at Denver 9-1 Prentice Hall, Inc. © 2006 Performance Management Skills: Overview Coaching Coaching Styles Coaching Process Performance Review Meetings

2. Herman Aguinis, University of Colorado at Denver 9-2 Prentice Hall, Inc. © 2006 Coaching: 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

3. Herman Aguinis, University of Colorado at Denver 9-3 Prentice Hall, Inc. © 2006 Major Coaching Functions: Give advice Provide guidance Provide support Give confidence Promote greater competence

4. Herman Aguinis, University of Colorado at Denver 9-4 Prentice Hall, Inc. © 2006 Key Coaching Behaviors Establish developmental objectives Communicate effectively Motivate employees Document performance Give feedback Diagnose performance problems Develop employees

5. Herman Aguinis, University of Colorado at Denver 9-5 Prentice Hall, Inc. © 2006 The 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?

6. Herman Aguinis, University of Colorado at Denver 9-6 Prentice Hall, Inc. © 2006 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?

7. Herman Aguinis, University of Colorado at Denver 9-7 Prentice Hall, Inc. © 2006 Coaching Styles More AssertiveLess assertive Task & Fact oriented DriverAnalyzer People oriented PersuaderAmiable

8. Herman Aguinis, University of Colorado at Denver 9-8 Prentice Hall, Inc. © 2006 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

9. Herman Aguinis, University of Colorado at Denver 9-9 Prentice Hall, Inc. © 2006 Set Developmenta l Goals Identify Developmental Resources & Strategies Implement strategies Observe and Document Developmental Behavior Give Feedback Coaching Process

10. Herman Aguinis, University of Colorado at Denver 9-10 Prentice Hall, Inc. © 2006 Coaching Process: Steps covered in Chapter 8 Set Developmental Goals Identify Resources and Strategies Needed to Implement Developmental Goals Implement Developmental Goals

11. Herman Aguinis, University of Colorado at Denver 9-11 Prentice Hall, Inc. © 2006 Coaching Process: Overview of remaining steps Observe and Document Developmental Behavior and Outcomes Give Feedback –Praise –Negative Feedback

12. Herman Aguinis, University of Colorado at Denver 9-12 Prentice Hall, Inc. © 2006 Observe and Document Developmental Behavior and Outcomes Constraints: Time Situation Activity

13. Herman Aguinis, University of Colorado at Denver 9-13 Prentice Hall, Inc. © 2006 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

14. Herman Aguinis, University of Colorado at Denver 9-14 Prentice Hall, Inc. © 2006 Reasons to document performance Minimize cognitive load Create trust Plan for the future Legal protection

15. Herman Aguinis, University of Colorado at Denver 9-15 Prentice Hall, Inc. © 2006 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

16. Herman Aguinis, University of Colorado at Denver 9-16 Prentice Hall, Inc. © 2006 Giving Feedback Main purposes: –Help build confidence –Develop competence –Enhance involvement –Improve future performance

17. Herman Aguinis, University of Colorado at Denver 9-17 Prentice Hall, Inc. © 2006 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

18. Herman Aguinis, University of Colorado at Denver 9-18 Prentice Hall, Inc. © 2006 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)

19. Herman Aguinis, University of Colorado at Denver 9-19 Prentice Hall, Inc. © 2006 To be effective, feedback should: (continued) Describe first, evaluate second Cover the continuum of performance Identify patterns Demonstrate confidence in employee Allow for both advice and idea generation

20. Herman Aguinis, University of Colorado at Denver 9-20 Prentice Hall, Inc. © 2006 Guidelines 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

21. Herman Aguinis, University of Colorado at Denver 9-21 Prentice Hall, Inc. © 2006 Giving 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

22. Herman Aguinis, University of Colorado at Denver 9-22 Prentice Hall, Inc. © 2006 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

23. Herman Aguinis, University of Colorado at Denver 9-23 Prentice Hall, Inc. © 2006 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

24. Herman Aguinis, University of Colorado at Denver 9-24 Prentice Hall, Inc. © 2006 Supervisory roles in managing performance Judge –Evaluate performance –Allocate rewards Coach –Help employee solve performance problems –Identify performance weaknesses –Design developmental plans

25. Herman Aguinis, University of Colorado at Denver 9-25 Prentice Hall, Inc. © 2006 Performance Review Formal Meetings Possible types of formal meetings: 1.System Inauguration 2.Self-Appraisal 3.Classical Performance Review 4.Merit/Salary Review 5.Developmental Plan 6.Objective Setting

26. Herman Aguinis, University of Colorado at Denver 9-26 Prentice Hall, Inc. © 2006 Steps to take before meeting: Give at least 2-weeks notice Block sufficient time Arrange to meet in a private location without interruptions

27. Herman Aguinis, University of Colorado at Denver 9-27 Prentice Hall, Inc. © 2006 Merged Performance Review Meeting Components 1.Explanation of meeting purpose 2.Employee self-appraisal 3.Supervisor & employee share rating and rationale 4.Developmental discussion 5.Employee summary 6.Rewards discussion 7.Follow-up meeting arrangement 8.Approval and appeals process discussion 9.Final recap

28. Herman Aguinis, University of Colorado at Denver 9-28 Prentice Hall, Inc. © 2006 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

29. Herman Aguinis, University of Colorado at Denver 9-29 Prentice Hall, Inc. © 2006 To prevent/reduce defensive behaviors Establish and maintain rapport Be empathetic Observe verbal and nonverbal cues Minimize threats Encourage participation

30. Herman Aguinis, University of Colorado at Denver 9-30 Prentice Hall, Inc. © 2006 When defensiveness is unavoidable:  Recognize it  Allow its expression If situation becomes intolerable  Reschedule the meeting for a later time