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The Management Series Session V. Performance Leadership Practices – Part 2 March 11, 2005 Planning, Coaching/Feedback and Recognition and Reward. Brought to you by: The Training and Development Team . “Committed to understanding and delivering
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The Management Series Session V • Performance Leadership • Practices – Part 2 • March 11, 2005 • Planning, Coaching/Feedback and • Recognition and Reward Brought to you by: The Training and Development Team “Committed to understanding and delivering value-added customer service that contributes to our customers’ overall success” Your NU Values Partners
8:00 Review of Setting Expectations/Goals and Personal Development Plans 8:30 Program Goals 8:45 Coaching/Feedback for Improved Performance 9:20 Break 9:30 Film – Coaching for Top Performance 10:00 Rewards/Recognition and Motivation 10:50 Break 11:00 Techniques for Providing Feedback 11:45 Summary, Wrap-up and Adjourn Agenda
Review – Guidelines for setting expectations Vary the focus of the expectations so that they include: • Routine • Problem-solving • Developmental expectations
The five characteristics for setting expectations are universally known as the SMART process or guidelines. S pecific M easurable A ttainable R esults-driven T ime-framed
Performance Leadership Practices Feedback/ Recognition & Reward Planning… Appraise (a part of Feedback and Recognition) Coaching… Expected Performance Performance Period
Coaching/Feedback For Improved Performance Developed and Facilitated by: Pamela Evers
Workshop Objectives: • Understand/define the special nature of coaching and the beneficial role supervisors’ play in developing their employees. • Recognize both supportive and undermining uses of coaching and reinforcement skills. • Distinguish coaching strategies for effective individualized feedback.
Workshop Objectives: • Involve employees in the coaching process by identifying observation and analysis techniques and ongoing, informal coaching conversations. • Explore assumptions regarding how people prefer to be recognized and/or rewarded. • Understand how conditions for motivation are created through reward and recognition.
Understand Your Role As A Successful Coach What is coaching and how does it differ from managing?
Understand Your Role As A Successful Coach What are the benefits of coaching?
Coaching Self-Assessment • The following is a list of effective coaching behaviors. • Read each statement and using the scale evaluate/rate your current level of performance. NOTE:You may want to include the areas where you rated yourself a three or below in your Personal Development Plan.
Individual Exercise 1 Develop a list of the managers that you have worked for in your career to date and rate them in order of their effectiveness as coaches. Use the # 1 for the most effective, and so on. Then take the #1 “boss” and describe how this person operated as a coach. Why did you rated this particular boss #1?
Table Exercise 2Non-Supportive/Supportive Behaviors At your assigned tables: • Develop a list of coaching behaviors that do not support building confidence in the individuals ability to perform work-related tasks. • Develop a list of coaching behaviors that serve to highly support others’ confidence in their abilities to perform work tasks. • Select a spokesperson to present final list.
Exercise 3Supportive Behaviors • Now let’s select from all the supporters listed, a combined top “5”. • Rate your current level of performance using each of the top “5” supporters. • Provide example(s) where you have used these supportive behaviors.
Exercise 4Supportive Behaviors Using the top “5” list and your personal rating, brainstorm with a partner what actions you might take, when you might take them, and what you would need to do to increase your rating in that supportive behavior. Get Things Going!!
Film - Coaching For Top Performance Coaching is a three-part process that includes: • Educating • Developing • Counseling
Film - Coaching For Top Performance Educating • Identify the current skills of your team members • Select the training method most appropriate to both the individual and the organization.
Film - Coaching For Top Performance Developing • Monitor performance • Use coaching guidelines
Film - Coaching For Top Performance Counseling • Identify performance problems • Confront problems directly • Involve individuals in solutions
Film - Coaching For Top Performance According to the film, who benefits from coaching? • The Player • The Entire Team • The Coach • And ultimately the organization!
Film - Coaching For Top Performance According to the film, why is coaching so important today? • Organization need new skills • Class room education, time, and resource are not always available.
Film - Coaching For Top PerformanceDescribe the supportive behaviors of the following coaches: 1. Laura Young – Dance Instructor “Seeing the light go off, seeing them understand” 2. Dave Hobbs – Wheel Chair Basketball Trainer “Do as I do, be intense but rational” 3. Harold Epps – General Manager of Manufacturing “Everyone brings something positive to the organization” 4. Carol Lasky – Small Business Owner “Always say we”
Film - Coaching For Top PerformanceCoaching Guidelines • Be a model • Be where the game is played • Listen and observe • Think and speak success • Build to strengths • Celebrate successes • Accept mistakes • Communicate! • Focus on each team member individually • Provide consistent support and feedback
Film - Coaching For Top PerformanceAction Plan • Find a great coach • Recall coaching attributes • Identify developmental needs • Develop a training plan • Detail your plan specifically • Implement the plan!
The Coaching Environment What motivates and/or rewards your team members?
The Coaching Environment What are some of the ways in which you have created a motivational environment for your team?
Creating Conditions For Motivation Awareness Inventory Do you agree or disagree with the statement?
What is the Cost of De-Motivation? • How many employees are in your organization 100 • What percentage of employees are dissatisfied or de-motivated for whatever reason (be conservative) 40% • Multiply Line #1 and Line #2 for the total number of dissatisfied/de-motivated employees 40 • Motivation level of these employees. (Since they are not totally unproductive, how productive are they compared to their potential of 100%) 30% • De-motivation level of these employees (100% minus Line #4) 70%
What is the Cost of De-Motivation? • Average hourly salary/employee $8.00 • Average weekly salary (Line #6 times 40 hours) $320.00 • Multiply line #3 by line #7 for total wages/week of dissatisfied/de-motivated employees $12,800.00 • Dissatisfied/unproductive cost per week (Line #8 times Line #5) $8,960.00 • Annual dissatisfied/unproductive cost (Line #9 times 52 weeks) $465,920.00
What is the Cost of De-Motivation? • This does not account for mistakes, poor service or sub-standard work by the dissatisfied/de-motivated employee. • Dissatisfied/de-motivated employees also tend to recruit others. • Dissatisfied/de-motivated employees have to be turned around or removed as they cost the organization business and profits.
Creating Conditions For Motivation • Rank the items according to their importance to the non-supervisory employee.
Interesting work • Full appreciation of work done • Feeling of being in on things • Job security • Good wages • Promotion and growth in the organization • Good working conditions • Personal loyalty to team members • Sympathetic help on personal problems • Tactful discipline
What are we currently doing to… • Make work more interesting? • Show appreciation of work done? • Create a feeling of being in on things? • Provide job security? What others things should we consider to meet these needs?
Understanding Motivation • Individual motivation is complex. • Supervisors can’t change people, but they can have a major influence on the environment in which people perform. • Understanding individual motivation takes time and effort. • You, simply, have to get to know your people!
Techniques for Providing Daily, Informal Feedback Mutual and Interactive: There is a give and take, questioning, sharing of information and ideas, all parties are fully involved. The coach does not dominate the conversation
Techniques for Providing Daily, Informal Feedback Concrete: The language used by the coach is concrete and the coach encourages the persons being coached to be concrete. The conversation always focuses on specifically what can be fixed, what can be learned, what can be improved.
Techniques for Providing Daily, Informal Feedback Logical: The conversation develops in a clean, straightforward way. The coach keeps the conversation focused on its purpose. All information is developed before attempts at solution are made.
Techniques for Providing Daily, Informal Feedback Respect: The coach consistently avoids behaviors which communicate that the other persons are inferior, ridicules them, judges them and their ideas, etc. and uses behaviors which involve the other person and make that person a fully active player in the conversation.
Techniques for Providing Daily, Informal Feedback • How can coaching help to build commitment? • What is meant by the term “characteristics of successful coaching conversations”?
Mutual and Interactive • Identify ways that a coach might fail to create a “mutual and interactive” conversation. • Identify ways that a coach might encourage a “mutual and interactive” conversation with an employee.
Concrete At your tables • Plan, prepare and share a concrete communication statement.
Logical • Logical order is one in which the facts or information being presented are arranged in a clear and reasonable sequence. • Pair up and provide each other with an example of a brief explanation you might give during a coaching session.
Respect • To test our understanding of the meaning and identify what successful coaches do to make their conversation more “respectful”, let’s review several mini cases and the alternative statement that a coach might make. • You group task is to select the statement that demonstrates the most respect and indicate why the other statements have less chance of communicating respect.
Coaching Applications and Opportunities • Resolving Problems Helping individuals and/or teams fix technical, organizational, and personal problems that impact on performance. • Teaching Helping individuals and/or teams learn new knowledge or skills.
Coaching Applications and Opportunities • Encouraging and Appreciating Rallying individuals and/or teams to do their best in spite of difficulties; being generous with thanks and praise. • Improving Performance Confronting individuals and/or teams that fail to produce required results in ways that maximize positive results and minimize negative ones.
Coaching Applications and Opportunities Individual Exercise For each of these major-coaching applications think about your own position/department and where you might find the “on the job opportunity” to use the applications to improve the performance of your people. • Resolving Problems • Teaching • Encouraging/Appreciating • Improving Performance
SUMMARY • Coach “what and “how”. • Coach proactively and reactively. • Coach as soon as possible. • Provide support, don’t remove responsibility. • You have to know an individual in order to motivate them!
“Now, we…” • Understand/define the special nature of coaching and the beneficial role supervisors’ play in developing their employees. • Recognize both supportive and undermining uses of coaching and reinforcement skills. • Distinguish coaching strategies for effective individualized feedback.
