Activity 1: Opening (Total Minutes = 75) Teaching Tips/Notes



Activity 12: Practice #8 – Coach to Maximize Worker Effectiveness

Purpose: To build understanding of the concepts and application of the coaching process as it relates to the supervisor’s educative role. To establish connections between the practices of performance appraisal, building worker capacity, and coaching as interrelated strategies for building effective worker performance.

Time: 120 minutes

Objectives: Through this activity, the supervisor will:

1. Explain the four components of the Coaching Model.

2. List and describe the steps of the coaching process.

3. Practice coaching conference skills in simulated situations.

4. Complete a Coaching Planner to use with a direct report.

5. Apply the coaching process with a direct report.

6. Summarize the results of an actual coaching conference with a direct report.

Materials: (change below as needed)

• Learner’s Guide

• Supplemental Handout – Coaching Action Planner

• Flip chart and markers

• Projector

• PowerPoint file

|Sequence: (of topics/exercises) |Time |

|Framing Our Look at Coaching |15 min. |

|Coaching Model Overview: Approaches and Analysis |15 min. |

|Coaching Process |15 min. |

|Coaching Skills |30 min |

|Application Exercise |35 min. |

|Coaching Planner & Assignment |10 min. |

|Activity 12: Coach to Maximize Worker Effectiveness (Total Minutes = 105) |

|Method |Script |Tips/Notes |

|Framing Our Look at Coaching (15 minutes) |

|[pic] | | |

|Slide #1 |[pic] | |

|Integrative Statement: |“In getting work done through others, we’ve discussed the importance of setting | |

| |performance expectations and rating performance through the use of the PES process. | |

| |We talked about how that process ends in the creation of a development plan, and | |

| |we’ve looked at how to employ principles of adult learning and the experiential | |

| |learning cycle in designing strategies to develop workers. | |

| | | |

| |Bearing in mind that we are working on the positive side of employee development – | |

| |dealing with performance issues that can be resolved through a variety of processes | |

| |other than disciplinary correction – we need to integrate one further tool into our | |

| |toolbox of supervisory interventions for developing our workforce: Coaching.” | |

|Do: |Open the discussion on Coaching with the following slides illustrating 16 reasons why|From: Coaching for Improved Work |

| |employees don’t do what they’re supposed to do. |Performance. Ferdinand F. |

| | |Fournies, 2000. |

|[pic] |[pic] |This material is the result of |

|Slides #2-5 | |Fournies’ research on practical |

| |[pic] |explanations on reasons for good |

| | |and poor employee performance. |

| |[pic] |The initial sample was 4,000 |

| | |private & public sector managers |

| |[pic] |whose education ranged from H.S. |

| | |diploma to Ph.D., and whose level|

| | |in the organization was from |

| | |front line supervisor to |

| | |executive. He later expanded the |

| | |sample to 25,000 managers |

| | |worldwide. Got consistent |

| | |results. |

| | | |

| | |The resulting list is sequenced |

| | |by highest to lowest frequency. |

| | | |

| | |Note the relevance of the matter|

| | |of choice. Reasons 1,2,4,5 13 and|

| | |16 all have nothing to do with |

| | |the employee choosing not to do |

| | |it. All other reasons – 3, 6, 7,|

| | |8, 9,10, 11, 12, 14 & 15 are |

| | |logical reasons why employees |

| | |choose not to do it. |

|Ask: |“What are your insights about this list? | |

| | | |

| |What, if anything surprises you?” | |

| | | |

| |Here’s what Fournies found surprising… | |

|[pic] |[pic] |Note: The most frequently |

|Slides #6-7 | |reported item - #1 – “They didn’t|

| |[pic] |know they were supposed to do” is|

| | |something very easily correctible|

| | |by supervisors. See Key points |

| | |below. |

|[pic] |Item #1 appeared first or second on supervisor’s lists 99% of the time. |One major reason supervisors fail|

|Key Points |When Supervisors try to solve non-performance, they rarely select this as a place to |to improve employee performance |

| |start. |problems is that their solutions |

| |Most of the reasons appear to be the result of a communication problem – lack of |are not related to the problem. |

| |direction and lack of feedback.” | |

|Ask: |“In Module 1, you had to list the attributes of good and poor leaders. I want you to | |

| |think now of supervisors who were effective “coaches.” |Good Coaches: clearly communicate|

|[pic] | |expectations; point out where |

| |What did they do? What made them good coaches? |performance is lacking; explain |

| | |what to do, how and why; provide |

| |(Chart Responses) |instructive feedback; provide |

| | |support and resources for |

| | |improvement. |

|[pic] |Add value to participants responses with the following: | |

|Key Points |The effective coach: | |

| |maintains positive work relationships | |

| |conducts conversations that are fully interactive/reciprocal and balanced | |

| |communicates respect | |

| |is change-oriented, focusing on what can be improved, modified or developed | |

| |focuses on the problem – that can be objectively described. Their goal is to fix | |

| |performance not fix people. They refrain from character assassination, guilt trips, | |

| |or accusations. | |

|Do: |Acknowledge contributions of class. |The Leadership Challenge. Kouzes |

| |Add to the chart the following list of leadership attributes related to coaching, as |and Posner, |

| |outlined by Kouzes and Posner: | |

| |Honesty – involves ethics and integrity; | |

|[pic] |Forward Looking – longer-term rather than shorter-term thinking; | |

| |Inspiring – ability to fire people up; | |

| |Competent – knows the game or willing to learn; | |

|Ask: |Fair-minded – treating people consistently and doing what’s right. | |

| | | |

|[pic] | | |

|Slide # 8 |“If the following is a fair definition of coaching, how do these attributes enhance | |

| |the credibility and effectiveness of the coach?” | |

| | |Tie the leadership attributes to |

| |[pic] |the definition of coaching to |

| | |create a profile of an effective |

| | |coach. |

| | | |

| | |Alternative: draw a caricature of|

| | |the effective coach on the easel,|

| | |and ask the participants to |

| | |describe what the eyes, ears, |

| | |mouth, brain and heart would be |

| | |like. |

| | | |

| | | |

|Coaching Model Overview: Approaches and Analysis (15 minutes) |

|[pic] |Explain that this material on coaching is based on a coaching model with four | |

|Key Points |components. | |

| |Show and explain the model. | |

| |Refer participants to pg. 65 in their Learner’s Guide. | |

|[pic] |[pic] |Coaching Model |

|Slides # 9 - 10 | | |

| |[pic] | |

|[pic] |There are different approaches to coaching, based upon the nature of the performance |Coaching Approaches |

|Key Points |issue. | |

| |Explain the approaches and provide or elicit examples. Refer participants to pg. 66 | |

| |in their Learner’s Guide. | |

| |Coaching Approaches: | |

| |Resolving Problems = Advising/Counseling | |

| |Supporting Performance = Guiding/ | |

| |Mentoring | |

| |Teaching Skills and Process = Tutoring | |

| |Adjusting Performance = Confronting | |

|[pic] |Advising/Counseling: |From: Coaching for Commitment. |

|Key Points |This approach is focused on solving some technical, organizational or other problem |Dennis Kinlaw. 1999. |

| |that is blocking performance. | |

| |Typical Outcomes are: | |

| |accurate description of problem and causes. | |

| |technical and organizational insight. | |

| |venting of strong feelings. | |

| |changes in point of view. | |

| |commitment to self-sufficiency. | |

| |deeper personal insight into one’s own feelings and behavior. | |

| | | |

| |Guiding/Mentoring: | |

| |focused on helping someone understand their organizational environment and/or plan | |

| |and take responsibility for his/her career development. | |

| |Typical Outcomes are: | |

| |development of political savvy | |

| |sensitivity to organization’s culture | |

| |personal networking | |

| |greater pro-activity in managing one’s career | |

| |commitment to organization’s goals and values | |

| |sensitivity to idiosyncrasies of organization’s leaders | |

| | | |

| |Tutoring: | |

| |Focused on helping employee gain new knowledge/skill. | |

| |Typical Outcomes are: | |

| |increased technical competence | |

| |increased breadth of technical understanding | |

| |movement to an expert status | |

| |increased learning pace | |

| |commitment to continuous learning | |

| | | |

| |Confronting: | |

| |About deficits in performance. | |

| |Typical Outcomes are: | |

| |clarification of performance expectations | |

| |identification of performance shortfalls | |

| |acceptance of more difficult tasks | |

| |strategies to improve performance | |

| |commitment to continuous improvement | |

|Say: |“Before you can make a sound decision about the type of coaching approach you need to|Coaching Analysis |

| |take, you must first conduct a Coaching Analysis. | |

| | | |

| |You must look at the performance and ask what’s going on? What’s contributing to the | |

| |current level of performance, and how can you enhance it.” | |

|Do: |Explain that the first step in Coaching has to do with conducting an analysis to see | |

| |what is behind the non-performance. | |

|[pic] |Stress that this ANALYSIS of what is behind the performance is a search for facts, | |

|Key Points |not assumptions. | |

| |In identifying the deficiency – look for measurable behavior. You must know what the| |

| |behavior is, so that you can recognize whether it is changing or improved through | |

| |your coaching. | |

| |Examples of measurable behavior: | |

| |My worker’s SARs are never complete on the 1st submission | |

| |My worker fails to post her schedule and let me know when she’s going into the field.| |

| |Examples of NOT measurable behavior: | |

| |My caseworker thinks he/she doesn’t have to fill in all the information (you can’t | |

| |know or measure what he/she thinks) | |

| |My caseworker forgets who’s the boss! She lacks commitment – is lazy. | |

|Do: |Have participants read the quote from Ferdinand Fournies in their Learner’s Guide, |Prevention of the “all-seeing, |

|[pic] |pg. 67. |all-knowing disease” |

| | |establishes the rationale for |

| | |conducting the Coaching Analysis.|

|Ask: |“Have you ever run across anyone – not just supervisors – with the all-seeing, | |

| |all-knowing disease? (A spouse, a relative, a friend?) | |

| | | |

| |Without mentioning names, anyone care to share an example? | |

| | | |

| |What was the impact on you? Was their thinking helpful? | |

|[pic] |Explain that without a proper coaching analysis, you may, like the supervisor in | |

|Key Point |Fournies quote, expend a great deal of effort applying solutions to correct | |

| |non-existent reasons for poor performance. | |

|Do: | | |

| | | |

| | | |

| |Refer participants to the Coaching Analysis flowchart on pg. 68 of their Learner’s | |

|[pic] |Guide, and review. | |

| |Acknowledge similarities between this and the Mager-Pipe flowchart. | |

| |Have participants, as a class, identify the issues that can be addressed through some| |

| |form of coaching. | |

| |Identify those that have to do with negative corrective action, or discipline. | |

| |Acknowledge that they will be given information on how to pursue corrective action on| |

| |the following class day under “Manage Performance Problems.” | |

| |Explain that the rest of this material will focus on the other causes of | |

| |non-performance, using coaching as a strategy to shape and direct performance | |

| |improvement. | |

|The Coaching Process (15 minutes) |

|Do: |Introduce the Coaching Process Model | |

| |Discuss the 3 Stages in the model, and the activities within them. | |

|[pic] |[pic] |Coaching Process |

|Slide #11-13 | | |

| |[pic] | |

| | | |

| |[pic] | |

|Ask: |“What might differentiate this coaching process from a process you’d follow for a | |

| |corrective action or disciplinary conference?” | |

|[pic] |[pic] | |

|Slide #14 | | |

|[pic] |Agree that there are similarities in the processes, but the tone and intent of the | |

|Key Points |Coaching process is rooted in the identification of the cause of the performance | |

| |discrepancy. | |

| |Review the differences in terms of the intent of the coaching process, which is | |

| |learning and growth. | |

| |The coaching analysis reveals that the problem is grounded in a need to develop | |

| |skills or provide a new understanding of how to achieve the organization’s results. | |

| |The strategy for the discussion differs in that there is no need for a discussion of | |

| |corrective action consequences. | |

| |The goals of the coaching conference are to reach agreement on the performance to be | |

| |shaped or changed and the positive activities or strategies that will be used to | |

| |effect that change. | |

| |Supervisors must not turn a coaching conference into a discipline conference. If the | |

| |worker is consistently not performing the tasks assigned through case conferencing or| |

| |in a coaching conference, the supervisor should gather his/her facts and | |

| |documentation, consult his/her supervisor, HR and Labor Relations and begin to plan a| |

| |disciplinary process. (More to come on day four of this Module – “Manage Performance | |

| |Problems.”) | |

| |“The coaching process is most likely to be successful, to improve performance and | |

|Transition Statement |maintain positive relationships, when coaches employ certain coaching process | |

| |skills.” | |

|Coaching Skills (30 minutes) |

|Say: |“Let’s take a look at the skills associated with effective coaching, and do some | |

| |assessment of your own capabilities.” | |

|Do: |Review Coaching Process skills on pg. 72 of their Learner’s Guide. | |

|[pic] |Give participants 5 minutes to rank their own capability in each skill on a scale of | |

| |1 to 5 as follows: | |

| |1 – no capability | |

| |2 – some capability | |

| |3 –average capability | |

| |4 – above average capability | |

| |5 – mastery | |

| |Ask volunteers to share some of their strengths and areas needing improvement. | |

|Ask: |“What similarities or parallels do you see between the use of these skills, and |Emphasize modeling opportunity |

| |casework?” | |

|Do: |Ask participants if they read the material in the workbook assigned in the last | |

| |class. If they haven’t, advise participants to look over the additional material on | |

| |coaching skills (pp. 73-75) on their own. | |

| |Refer them to the Coaching Matrix on pg.76 of their Learner’s Guide. | |

| |[pic] | |

|[pic] | | |

|Slide #15 | | |

|[pic] |Explain the dimensions of “Structure, Support, and Competence.” | |

|Key Points |Explain that to be effective as coaches, supervisors must select the coaching style | |

| |most appropriate to the present needs of the worker. | |

| |The goal is to move all workers to the upper right quadrant, by gradually decreasing | |

| |the amount of direction and support until the worker can function well in that | |

| |quadrant. | |

|Say: |“Let’s take a few minutes now to make an assessment of your work units, and discuss | |

| |some issues of time and balance.” | |

|Do: |Break class into small groups. | |

| |Have each participant individually create a unit profile by identifying how many | |

|[pic] |workers they have, and in which quadrant they are functioning overall. (How much | |

|[pic] |support and structure do they need to provide to each individual.) | |

| |Have participants share their unit profiles with the others at their table. | |

| |Have the groups answer the following questions: (post questions on easel) | |

| |Given the profiles, and in an ideal world, how much time on average should you be | |

| |spending in coaching their workers? | |

| |How much time do you actually spend? | |

| |What barriers do you face to spending more time in coaching activities? | |

| |What strategies might you use to remove or ameliorate those barriers? | |

| |What can you do with the proficient workers to continue to develop them? |Post questions on an easel sheet.|

| |Have groups appoint a recorder/reporter. | |

| |Allow 15-20 minutes for these discussions. | |

|Ask: |“What did you discover by looking at the profile of your unit, and at the time you | |

| |actually spend on coaching?” | |

|[pic] | | |

| |“What did you identify as barriers to doing more coaching?” (chart answers) | |

| | | |

| |“What were some strategies you came up with for removing those barriers?” (chart | |

| |answers) | |

| | | |

| |“What ideas did you surface to continuously grow your more proficient workers?” | |

| |(Chart answers) | |

|Say: |“It’s no surprise that finding time to coach is a challenge in the child welfare | |

| |business. However, coaching sessions are an investment that will pay off in the long | |

| |run. The more time you can invest in developing your staff, the more proficient they | |

| |become. The more proficient they become at managing their caseloads, the less | |

| |crisis-driven will your work will become. | |

| | | |

| |Given all that, it’s time to apply and practice what we’ve learned about the coaching| |

| |conference and coaching process skills in a simulation” | |

|Application Exercise (35 min.) |

|[pic] |Explain that this is a role-playing exercise. | |

| |Break class into triads. | |

| |Have participants turn to pp. 79-80 in their Learner’s Guide. | |

| |Explain that they will take turns role playing a coaching conference. Each person | |

| |will play each role once and then rotate until all have played all three roles. | |

| |Supervisors are to rehearse moving through the steps of the coaching conference | |

| |listed in their Guide on page 70 (Conducting the Coaching Conference). | |

| |Workers should be advised to ask questions and behave as realistically as possible. | |

| |Observers are to use the observation checklist and note the coaching skills employed | |

| |by the supervisor. | |

| |Observers are also to give feedback on the supervisor’s execution of the coaching | |

| |conference when time is called. | |

| |Allow 5 minutes per role play before calling time. Allow 3-5 minutes for triads to | |

| |debrief. Then switch roles and repeat two more times. | |

| |Conduct short debriefing when rotations are done. | |

|Ask: |“What did you learn from this exercise?” | |

| | | |

| |“How comfortable were you in the role?” | |

| | | |

| |“Where there any observations of your behavior that surprised you?” | |

|Coaching Planner & Assignment (10 minutes) |

|Do: |Explain that their associated field assignment for this activity is to complete a | |

|[pic] |coaching conference with one of their workers. | |

| |Have participants turn to page 81 in their Learner’s Guide, “Application Exercise: | |

|[pic] |Coaching Planner.” This page details the instructions for completion of the Coaching| |

| |Planner. Review them with the group. | |

| |Review pp. 82-85 - Coaching Action Planner. Have them start to think about which of | |

| |their direct reports they will coach, and fill out the first four questions on the | |

| |planner. | |

| |If time, ask a few volunteers to share their plan (not the name of the worker) with |Distribute a blank copy that they|

| |the class. |can use to write on, or email |

| |Remind them that they must complete the Planner and turn it in on the last class day |them the electronic copy at your |

| |of Module 3 – Casework Management. |next office day. |

|Transition Statement |“Coaching is a development tool used by supervisors to guide their workers toward | |

| |increased competence. Decisions about which competencies to focus on are grounded in | |

| |a review of their performance against the standards and requirements of the job as | |

| |contained in their formal performance agreement. | |

| | | |

| |Our next discussion will be around assessing and evaluating performance, and the use | |

| |of the State’s Performance Evaluation System (PES). | |

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