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CHAPTER 11

COACHING FOR HIGHER PERFORMANCE

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• Explain the concept of coaching• Identify the four major coaching functions• Describe important skills used in coaching• Differentiate between general and pinpointed

coaching statements• Describe an “I” message• Explain the extent to which a supervisor should

counsel an employee about personal problems

LEARNING OBJECTIVES

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• Helping individuals reach their highest levels of performance

• One-to-one relationship between an employee and a supervisor

• Supervisors should continually coach individuals to help them achieve increasingly higher performance levels throughout their careers

COACHING

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EXHIBIT 11.1 - PERFORMANCE-LINKED COACHING

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EXHIBIT 11.2 - EXAMPLES OF COACHING SITUATIONS

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• Current emphasis• Recognized as a powerful supervisory skill• Vehicle for supervisors to understand team

members• Tailored to the individual being coached• Directed to employees:

• Transitioning from one role to another • Who demonstrate great potential

COACHING

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• Reasons why supervisors reject coaching• Lack of confidence• Viewed as a passive process• Takes considerable time

COACHING

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EXHIBIT 11.3 - OUTCOMES OF THE FOUR COACHING FUNCTIONS

11–8

Source: Adapted from Dennis C. Kinlaw, Coaching for Commitment (San Diego, CA: Pfeiffer & Company, 1993), 22–23.

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EXHIBIT 11.3 - OUTCOMES OF THE FOUR COACHING FUNCTIONS

11–9

Source: Adapted from Dennis C. Kinlaw, Coaching for Commitment (San Diego, CA: Pfeiffer & Company, 1993), 22–23.

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• Acknowledging• Attending• Confirming• Pinpointing• Probing

COACHING SKILLS

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• Reflecting• Resourcing• Reviewing• Summarizing

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EXHIBIT 11.4 - SUGGESTIONS FOR CONFRONTING POOR PERFORMANCE

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• Poor performance should be addressed by the supervisor early in a meeting

• Coaching statements used by supervisors• General • Pinpointed

• More informative• Employees are given something concrete

COACHING FOR IMPROVED PERFORMANCE

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• Example • General - Your job performance is poor• Pinpointed - You reached only 75 percent of

your work goal

COACHING FOR IMPROVED PERFORMANCE

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• Used to effectively alter an employee’s behavior

• Parts• Identify the specific behavior• Indicate how the feeling about the effects of

the behavior• Spell out the end result of the behavior

• Addresses a problem more openly and tactfully• Directs toward a resolution in an objective and

supportive manner

“I” MESSAGE

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• Problems• Real or perceived factors • Work related or personal

• Objective• Help an employee better understand him or

herself• Develop a plan of action to resolve the issue

when needed

COUNSELING FUNCTION

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• Responsibility of the coach• Help the individual to fully discuss and

understand the problem being experienced

COUNSELING FUNCTION

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EXHIBIT 11.6 - ICEBERG MODEL OF COUNSELING

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COUNSELING FUNCTION

11–18

Personal ProblemsPersonal ProblemsPersonal ProblemsPersonal Problems

Job PerformanceJob PerformanceJob PerformanceJob Performance Physical and Emotional Physical and Emotional IllnessIllness

Physical and Emotional Physical and Emotional IllnessIllness

Areas of Areas of Employee Employee

CounselingCounseling

Areas of Areas of Employee Employee

CounselingCounseling

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• Issues• Employee’s reluctance to open up• Employee’s resentment of supervisor probing• Possible liability for the supervisor or the

company if there were negative consequences for the advice given to employee

• Should be restricted to factors that affect job performance

SUPERVISORY COUNSELING

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• Professional counseling and other services for employees with unresolved personal or work-related problems

• Counseling for substance abuse, emotional illnesses, marital issues, divorce, or stress

EMPLOYEE ASSISTANCE PROGRAMS (EAPS)

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EXAMPLE OF AN EMPLOYEE ASSISTANCE PROGRAM (EAP)

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• “I” Message• Mentoring• Pinpointing• Probing• Reflecting• Resourcing• Reviewing• Summarizing• Tutoring

IMPORTANT TERMS

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• Acknowledging• Affirming• Attending• Coaching• Confirming• Confronting/Challenging• Counseling• Employee Assistance

Programs (EAPs)