aguinis_pm3_ppt_09-v

Chapter 9

Performance Management Skills9-*Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall

Coaching: Definition (2)Collaborative ongoing processDirecting employee behaviorMotivating employee behaviorRewarding employee behaviorConcern with long-term performance

Copyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Understanding Successful CoachingGuiding Principles (1)A good coaching relationship is essential and coaches areTrusting and collaborativeWilling to listen in order to understandLooking for positive aspects of the employeeUnderstanding that coaching is done with the employee, not to the employeeCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Understanding Successful CoachingGuiding Principles (2)The employee is the source and director of changeThe employee is whole and uniqueThe coach is the facilitator of the employees growth



Key Coaching Behaviors Establish developmental objectivesCommunicate effectivelyMotivate employeesDocument performanceGive feedbackDiagnose performance problemsDevelop employeesCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


The Good Coach QuestionnaireDo 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 Hall9-*


The Good Coach Questionnaire (Continued)Do you encourage open and honest discussions and problem solving?Do you help your employees create action plans that willSolve problems?Create changes?Do you help your employees explore potential areas of growth and development?



Coaching StylesCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*

More assertiveLess assertiveTask and fact orientedDriverAnalyzerPeople orientedPersuaderAmiable


Adaptive Coaches Use All StylesAccording to Employee NeedsSometimes providing directionSometimes persuadingSometimes showing empathySometimes paying close attention to rules and established proceduresCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Coaching Process:Steps Covered in Chapter 8Set developmental goalsIdentify resources and strategies needed to implement developmental goalsImplement developmental goalsCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Coaching Process: Overview of Remaining StepsObserve and document developmental behavior and outcomesGive feedbackPraiseNegative feedbackCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Organizational Activities to Improve Documentation of PerformanceGood communication plan to get manager buy-inTraining programsRater error trainingFrame-of-reference trainingBehavioral observation trainingSelf-leadership trainingCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Reasons to Document PerformanceMinimize cognitive loadCreate trustPlan for the futureProvide legal protection



Recommendations for DocumentationBe specificUse adjectives and adverbs sparinglyBalance positives with negativesFocus on job-related informationBe comprehensiveStandardize proceduresDescribe observable behavior



Potential Costs of Failing to Provide FeedbackEmployees are deprived of chance to improve their own performanceChronic poor performanceEmployees have inaccurate perceptions of how their performance is regarded by othersCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


To Be Effective, Feedback ShouldBe timelyBe frequentBe specificBe verifiableBe consistent (over time and across employees)Be given privatelyProvide context and consequencesCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


To Be Effective, Feedback Should (Continued)Provide description first, evaluation secondCover the continuum of performanceIdentify patternsDemonstrate confidence in employeeAllow for both Supervisors advice and Idea generation by bothEmployeeSupervisor



Guidelines for Giving PraiseBe sincereonly give praise when it is deservedGive praise about specific behaviors or resultsTake your timeBe comfortable with act of praisingEmphasize the positive



Giving Negative FeedbackManagers avoid giving negative feedback due toNegative reactions and consequencesNegative experiences in the pastDislike of playing GodNeed for irrefutable and conclusive evidenceCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Negative Feedback Is Most Useful When ItIdentifies warning signs and performance problem is still manageableClarifies unwanted behaviors and consequencesFocuses on behaviors that can be changedComes from a credible sourceIs supported by hard dataCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


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 Hall9-*


Feedback Sessions Should Always Answer: (2)What can be done to improve?JobProductServicesHow can you better serve your customers?InternalExternal



Disciplinary Process and TerminationFormal disciplinary process involvesVerbal warningWritten warning

... which may lead to termination



Disciplinary Process and TerminationOptional 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 Hall9-*


Disciplinary Process and TerminationPitfall #1: Acceptance of poor performance

Suggestion: Do not ignore the problem, address it immediatelyCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Disciplinary Process and TerminationPitfall #2: Failure to get the message through

Suggestion: Be specific about the performance problem and the consequences of not addressing it effectivelyCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Disciplinary Process and TerminationPitfall #3: Performance standards are unrealistic or unfair

Suggestion: Remind employees of the fairness of the performance standard and provide documentation of the poor performanceCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Disciplinary Process and TerminationPitfall #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 soCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Disciplinary Process and TerminationPitfall #5: Failure to consult Human Resources

Suggestion: Consult with Human Resources regarding legal requirement prior to terminationCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Disciplinary Process and TerminationSuggestions for the termination meeting:Be respectfulGet right to the pointWish the employee wellSend the employee to HRHave the employee leave immediatelyHave the termination meeting at the end of the day



Supervisory Roles in Managing PerformanceJudgeEvaluate performanceAllocate rewardsCoachHelp employee solve performance problemsIdentify performance weaknessesDesign developmental plansCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Performance Review Formal MeetingsPossible types of formal meetings:System InaugurationSelf-AppraisalClassical Performance ReviewMerit/Salary ReviewDevelopmental PlanObjective SettingCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Steps to Take Before MeetingGive at least two weeks noticeBlock sufficient timeArrange to meet in a private location without interruptionsCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Merged Performance Review Meeting ComponentsExplanation of meeting purposeEmployee self-appraisalSupervisor and employee share rating and rationaleDevelopmental discussionEmployee summaryRewards discussionFollow-up meeting arrangementApproval and appeals process discussionFinal recapCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Possible Defensive Behaviors of EmployeesFight responseBlaming othersStaring at supervisorRaising voiceOther aggressive responsesFlight responseLooking/turning awaySpeaking softlyContinually changing the subjectQuickly agreeing without basisOther passive responsesCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


To Prevent/Reduce Defensive BehaviorsEstablish and maintain rapportBe empatheticObserve verbal and nonverbal cuesMinimize threatsEncourage participationCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


When Defensiveness Is UnavoidableRecognize itAllow its expressionAccept employees feelingsAsk for additional information and clarification (if appropriate)

If situation becomes intolerable:Reschedule the meeting for a later timeCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


Quick ReviewCoachingCoaching StylesCoaching ProcessPerformance Review Meetings



Herman Aguinis, University of Colorado at Denver

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 HallCopyright 2013 Pearson Education, Inc. publishing as Prentice Hall9-*


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