This training is conducted by the National Food Service Management Institute The University of Mississippi www.nfsmi.org - PowerPoint PPT Presentation

National Food Service Management Institute

The University of Mississippi

www.nfsmi.org

800-321-3054

Building Human Resource Management Skills National Food Service Management Institute

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Objectives

At the completion of this module, participants will be able to:

• Recognize and use guidelines for giving positive feedback and constructive criticism.
• Discuss manager actions which build strong interpersonal relationships.
• Develop a plan for coaching an employee.

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Definitions

Coaching relationship- a partnership with an employee in order to strengthen and expand the employee's skills in specific areas of job performance.

Trust- the glue of all relationships. When we work in a climate of trust, we know that we can predict the positive actions and attitudes of another person. We know that she cares about us and support our efforts.

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Definitions

Feedback- positive recognition of a job well done or the constructive criticism of a skill or task which could use improvement.

Desired behaviors- the actions or skills that provide the most effective completion of a task.

Replacement behaviors- new behaviors to replace ineffective or inappropriate behaviors.

Paradigm- mental model one has about how and why people work.

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Personal Check-In: Coaches Who Make a Difference

Effective Coaches will:

• Establish a trusting relationship with all employees.
• Listen more than talk.
• Speak directly.
• Value and model continuous learning.
• Recognize their own limitations.
• Make an effort not to overuse strengths.
• Offer chances to take risks.
• Remain curious rather than defensive.
• Model accountability and ownership.
• Meet others where they are and help them move forward.
• Keep an optimistic attitude about people.

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Personal Check-In: Coaches Who Make a Difference

Effective Coaches will:

• Offer immediate positive recognition.
• Help others view mistakes as learning opportunities.
• Help employees work on one skill at a time.
• Smile!
• Meet individually with employees to identify ways to help them be more effective.
• Use common courtesies (please, thank you).
• Apologize for mistakes or for treating others without respect.
• Plan social events with co-workers.
• Confront the issue, not the person.
• Demonstrate friendly, positive and upbeat behaviors to others.

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Icebreaker: The Game Plan

Order Steps in Coaching Process

_____ Note future skills that may be needed.

_____ Identify employees who have the respect of other employees.

_____ Ask employees what they do best or need to improve.

_____ Determine the most important skills.

_____ Evaluate each individual’s strengths and weaknesses.

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Creating a Coaching Plan for Our School

Work as a group to create a coaching plan for an employee with whom you work.

1. Determine the employee's strengths and weaknesses:

• List job competencies, behaviors, or skills most important to success.
• Compare the individual's observable performance with the desired behaviors.
• List future skills that may be needed.

2. Invite the individual to self-assess according to competencies.

3. Discuss the plans for improvement or growth.

4. Identify the best situation for new learning to take place.

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Creating a Coaching Plan for Our School

5. Identify the best times for coach to observe new behaviors.

6. Observe the employee and note what is effective and ineffective.

7. Provide immediate feedback with examples and describe replacement behaviors.

8. Model respect for the individual.

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Feedback with Meaning

• Explain the purpose of coaching.
• Be trustworthy (have integrity) so you can build trusting relationships.
• Listen to understand, not to judge.
• Share information.
• Be yourself. Let others know who you really are.
• Respect and maintain confidentiality.
• Use feedback as information, not as a tool for judgment.
• Be willing to give feedback.
• Offer feedback quickly.
• Operate from a belief that encourages taking risks.

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Feedback with Meaning - Positive Feedback

• Describe the behavior, such as producing a certain quantity in a set time.
• Explain the impact of the behavior for the person, the job, and the organization or team.
• Be clear in communicating what is effective or successful so it will continue.
• Give recognition for positive behavior.

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Feedback with Meaning - Constructive Criticism

• Be specific and focus on the behavior, not the person.
• Describe the significance of behaviors for the team or team goals.
• Remain calm.
• Be selective in choosing only what a person can receive.
• Watch for non-verbal cues.
• Listen to the individual's perspective of the behavior and/or situation.
• Identify the benefits of improving the behavior.
• Balance positive and negative feedback.

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Reality Practice: Case Study

The Coaching Plan

• Name the person you want to coach.
• List the skills and abilities of the individual.
• List new or desired skills.
• Invite employee’s self-assessment.
• Set time for discussion of employee’s self-assessment.
• Together, identify the best situations for learning and times for observation.
• Determine criteria for observation.
• Plan for positive feedback and constructive criticism with replacement behaviors.
• Note ways to respect the uniqueness of this employee.

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Checking Out: Manager Self-Change

• Consider the Personal Check-In. Select and list three personal changes you could make which could significantly increase your effectiveness as a coach:

1.

2.

3.

• Describe specific actions and appropriate times for you to implement these changes.
• Select a coach to help you ensure your success. Explain your goals for self-change.

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• Mission: To provide information and services that promote the continuous improvement of child nutrition programs
• Vision: To be the leader in providing education, research, and resources to promote excellence in child nutrition programs

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