Looking back at "Setting Expectations" remember, it is imperative that employee goals describe what quality performance should look like. If the supervisor can't define what quality performance looks like, how is the employee expected to know? Performance management is all about creating a positive, productive work environment through ongoing communication.

Once setting performance expectations has occurred, the supervisor's goal is to keep performance on target. (See the graphic at right.) Understanding how to use feedback and coaching will help make that happen.

Feedback is one of the most important ways we learn. In the workplace, employees need regular feedback to adjust their performance. Two-way feedback is critical.

Feedback comes in many forms, from subtle to obvious. It is easy to overlook less obvious forms. Consider the following: verbal comments, non-verbal gestures and cues, letters and memos, 'strike-throughs' and corrections on written work, raises and bonuses, silence, appraisals, criticism, certificates, email, group praise, and 'drop-in' visits. All of these are forms of feedback.

93% of communication is based on non-verbal cues. Only 7% of the meaning is based on the words people use. Body language can speak volumes.

Leadership effectiveness is dramatically affected by giving, asking for, responding to, and following up on feedback. Understanding types of feedback is the first step in making feedback more effective. Ask yourself the following questions:

• What type of feedback do you typically give your employees?
• Are you giving the feedback you want to give?
• Do your employees know when their performance is on or off target?

Feedback should be meaningful in order to reinforce, improve, and adjust performance. Feedback is meaningful when it is:

1. Specific. Specific feedback: "Chris, this written report was thoroughly researched and documents our company's progress very well." Nonspecific feedback: "Chris, this written report was good."

2. Timely and/or immediate. Most feedback should be given in 24 to 48 hours of the event. Sometimes "timely" means immediate, other times it means waiting.

3. Focused on behavior. Focus of the result of the behavior, not on the person!

4. Intended to help. Not intended to control.

5. Authentic. Be sincere, not condescending.

6. Frequent and informal.

7. Involves an action plan. What needs to happen next?

8. Well documented. Performance documentation should be a record that fairly represents the employee’s performance over time. When recording feedback, be sure you note the basics:

• Who? Start an employee performance file, e.g., Employee Appraiser.


• What? Write a brief description of the performance, whether positive or negative.


• Why? Describe why the performance meets, exceeds, or fails to meet expectations; note any extenuating or contributing factors. Describe consequences and results.


• Where and When? Describe the time and place of the performance.
  
  
• Follow up! What is the action plan to either reinforce the performance or redirect it?

Remember: Communication is the key!

Before Giving Feedback: PREPARE!

Prepare by reviewing performance standards and goals, thinking of specific examples of the behaviors you will be discussing, and identifying the specific job behaviors you wish to see as a result of your feedback. Good feedback doesn't just happen, you must prepare! Always ask yourself, "As a result of this feedback, what do I hope to see happen?"

There are several types of feedback. The two types most commonly used in Performance Management are:

1. Reinforcement of behaviors - job related behaviors that contribute to organizational goals

2. Redirection of behaviors - job related behaviors that do not contribute to organizational goals

These two types of feedback can be "scripted". Scripting language is a tool to use when preparing either of the two types above. The first script below is used when reinforcing, recognizing, or appreciating performance. The second script below is used when redirecting or adjusting performance.

1. To reinforce, recognize, or appreciate behaviors the following script can be used:



The "verb" describes how you feel about the behavior.

The "behavior" describes the performance of the employee.

The "impact"describes the specific effect the behavior had.

The "appreciation"expresses what you are going to do about the behavior.

 

Here is an example of a clearly written script that reinforces behaviors:



 

2. To redirect or adjust behaviors the following script can be used:

"Verb" describes how you feel about the behavior.

"Behavior" describes the inappropriate performance of the employee.

"Consequences" describe the specific effect the behavior had.

"Change/result" describes the appropriate behavior. 

"Describe need to problem solve" identifies what actions will be taken to help improve the performance.

It is important in this script that after every section you pause and listen for verbal and non-verbal feedback from the employee. This allows for two-way communication or dialogue. This script is future oriented. Its purpose is not to dwell on past. 

Here is an example of a clearly written script, involving two-way dialogue, that redirects behavior:

Scripting Language

Remember, feedback is best when it is based on:

• Mutual respect

• An atmosphere of learning - "We are in this together. It is OK to give me some tips too!"

• The desire to eliminate surprises

• Honesty

When delivering feedback create the right environment, watch for the need for privacy, and eliminate interruptions. 

If you are not getting feedback, ask for it!

Coaching bumps feedback up a level. It focuses on developing collaborative relationships and supportive partnerships in the work environment. Coaching is 'ongoing' in nature, whereas feedback is often a one-time event related to a specific issue.

Coaching takes the relationship between two workers . . .

• co-worker to co-worker,

• supervisor to employee,

• manager to supervisor,

• employee to supervisor,

...and emphasizes partnering, collaboration, guidance, and modeling. Coaching requires dialogue, balance, and accountability in relationships to be successful.

Remember: Communication is the key!

There are differences in how the coach and the boss function in the workplace. There are situations that require the characteristics found most readily in a 'boss' and other times when coaching characteristics would be more effective

Characteristics that may describe a coach could include: role-model, spontaneous, descriptive, listening, non-judgmental, open, questioning, supportive, inspiring, flexible, caring, interested in the employees' success, comfortable with diversity and ambiguity

Characteristics that may describe a boss could include: on task, direct, event focused, analytical, dogmatic, driven, bottom-line focused, decision maker, problem solver, complex, investigative, and controlled

Are there situations in your work environment that could benefit from Coaching?

Coaching is an excellent tool to enhance employee growth and performance, and to promote individual responsibility and accountability. Coaching can be formal (a designated time and place) or informal (a simple conversation). When coaching is done well, it creates accountability without creating defensiveness. Coaching may be valuable in the following situations:

Creating Relationships - Coaching is a great tool to use when welcoming new staff on board and when building relationship between people who will be working together

Progress Review - Coaching provides a process that employees and supervisors can use to check, revise, or redirect the status of work in progress. Coaching allows more opportunity for creativity and alternative solutions to be discovered

Skill Development - When potential for an employee’s growth is identified, coaching can be used to help identify, plan, and develop the new skills

Problem Solving - Confronting work behaviors that are not contributing to the mission of a work group is difficult. Redirecting those behaviors is even more challenging. Using coaching can greatly assist in this area

There are many types of coaching models. The purpose of a model is to provide a framework that can be placed around an issue or a challenge. It is the process used to work through an issue. Many coaching models have similar elements, some of which may include:

Building Trust - Trust is key to coaching. The employee and supervisor relationship must have some level of trust for coaching to work. A mutual interest in the success of the other is critical. Trust can be built incrementally through use of supportive behaviors

Defining the Issues - The supervisor should seek information from the employee to better understand the issue or performance in question. The emphasis is not on proving who is right or wrong, but on gathering information in a non-judgmental manner. Using open ended questions can assist in this area

Motivating for Success - Workplace motivation can be a challenge. Taking employees from compliance to commitment can be difficult. Finding or creating that motivation means helping the employee get in touch with what matters to him – the internal motivators. Sometimes this is easiest achieved through the use of open ended questions leading to some self discovery

Creating a Plan of Action - For the purpose of buy in and commitment any action plan should be created jointly by the supervisor and the employee. The plan should be simple, measurable, and attainable

Working with Sidetracks - When confronted with sidetracks, obstacles, resistance, and excuses, it's easy to become frustrated. The key to working with sidetracks and obstacles is to recognize them as existing, refocus on the issue at hand, and move forward. Sometimes real issues can appear as obstacles. Be careful to recognize those issues and deal with them as they can derail the larger plan

Committing to Action - Once a plan of action has been worked out, assign roles and timelines. Get verbal commitment to the overall plan as well as the next step. This is a great opportunity to tie up loose ends and clarify expectations

Following Through- Coaching is an ongoing process. Don’t leave the relationship to chance. Continue to follow through with formal and informal coaching

Whatever coaching model you choose be sure it is simple, flexible and easy to remember. Remember, coaching focuses on building collaborative relationships.

Feedback is a part of coaching. Coaching takes feedback and builds a relationship with it. Supervisors can use coaching in many situations, e.g., for successful or unsuccessful performance, change in direction, new projects or new team members.

There are challenges to coaching. Some of those challenges may include: lack of a coaching model, lack of time, heightened emotions, fear of losing control of the situation, indifference, or the hope that "this too shall pass.

Coaching takes time and a commitment to relationship building. Remember, coaching is not for every situation. Serious, blatant, and/or ongoing employee performance problems may need to progress to the next level: "Realigning Performance.

Remember: When helping others prepare for change, developing staff in new areas, carrying out process improvement, increasing the potential for retention, facilitating growth, building commitment or working to change the organization’s culture, coaching may be the tool to use.

Coaching

Take a Minute to Reflect

Does coaching fit your supervisory style?

If yes, what one thing do you plan to do to create coaching relationships with your staff?

Go to Step 3: Realigning Performace >>