Chapter 9performance Management Leadership9 1copyright 2019 Chicago ✓ Solved

Chapter 9 Performance Management Leadership 9-1 9-‹#› Overview Coaching Coaching Styles Coaching Process Coaching, Development, and Performance Review Meetings 9-2 9-‹#› Coaching: Definition Collaborative ongoing process in which the manager interacts with his or her direct reports and takes an active role and interest in their performance 9-3 9-‹#› Coaching: Definition Involves: Directing employee behavior Motivating employee behavior Rewarding employee behavior Concerned with long-term performance 9-4 9-‹#› Successful Coaching 9-5 Actionable Functions, and Specific Behaviors of Coaching 9-‹#› Coaching Styles More assertive Less assertive Task and fact oriented Driver Analyzer People oriented Persuader Amiable 9-6 9-‹#› Adaptive Coaches Use All Styles According to Employee Needs Sometimes providing direction Sometimes persuading Sometimes showing empathy Sometimes paying close attention to rules and established procedures 9-7 9-‹#› Coaching Process 9-8 9-‹#› Establishing a Coaching Culture What are the benefits for performance management of developing a coaching culture?

What is the difference between criticizing employee performance and coaching? 9-9 Coaching Culture 9-‹#› Company Spotlight 9-10 Becton, Dickinson, and Company values a coaching culture as an integral part of a performance management by managers Three key steps: Corporate leaders model coaching as a way to improve performance Leaders at all levels are coached, and expected to coach the development of others Coaching and development is one of the key responsibilities and deliverables for all leaders 9-‹#› Coaching Process: Steps Covered in Chapter 8 Set developmental goals Identify developmental activities and needed resources to implement developmental goals Implement developmental activities 9-11 9-‹#› Coaching Process: Overview of Remaining Steps Observe and document developmental behavior and results Give feedback Praise Negative feedback 9-12 9-‹#› Observe and Document Developmental Behavior and Results Constraints: Time Situation Activity 9-13 9-‹#› Company Spotlight 9-14 Hallmark is using training to help managers become performance management leaders Used self-assessment, small group role-playing, and viewing video clips Focused on gaining the trust of employees as well as their involvement and ownership in business outcomes Follow-up resources were made available for managers to continue to improve their leadership competency 9-‹#› Reasons to Document Performance Minimize cognitive load Create trust Plan for the future Provide legal protection 9-15 9-‹#› Best-Practices for Documentation 9-16 9-‹#› Giving Feedback Main purposes: Help build confidence Develop competence Enhances engagement 9-17 9-‹#› To Be Effective, Feedback Should Be… 9-18 9-‹#› Guidelines for Giving Praise Be sincere—only give praise when it is deserved Give praise about specific behaviors or results Take your time Be comfortable with act of praising Emphasize the positive 9-19 9-‹#› Giving Constructive Feedback Managers often avoid giving negative feedback because they: Anticipate negative reactions and consequences Have had negative experiences in the past Dislike of playing “God†Like having irrefutable and conclusive evidence 9-20 9-‹#› Constructive Feedback Is Most Useful When It… Identifies warning signs and performance problem is still manageable Clarifies unwanted behaviors and consequences Focuses on behaviors that can be changed Comes from a credible source Is supported by hard data 9-21 9-‹#› Generational Differences Regarding Feedback Younger individuals think of time as open-ended Have work goals that are future-oriented: knowledge acquisition, career planning, and the development of ability and skills Older individuals think of time as limited Have work goals that are present-oriented: regulating their emotions to be positive and the pursuit of positive social relationships at work 9-22 9-‹#› Giving Feedback to Different Generations Think of feedback you have received or given.

How might that message be adapted for different generations? 9-23 Generational Differences Regarding Feedback 9-‹#› Individual Differences Regarding Feedback Feedback-Seeking Behavior Extent to which they proactively ask peers, supervisors, and others for feedback, and also, in the extent to which they proactively monitor their own performance themselves 9-24 9-‹#› Disciplinary Process and Termination Formal disciplinary process involves Verbal warning Written warning ... which may lead to termination 9-25 9-‹#› Disciplinary Process and Termination (continued) Optional 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.

9-26 9-‹#› Acceptance of poor performance Suggestion: Do not ignore the problem, address it immediately 9-27 Disciplinary Process and Termination: Pitfall #1 9-‹#› Failure to get the message through Suggestion: Be specific about the performance problem and the consequences of not addressing it effectively 9-28 Disciplinary Process and Termination: Pitfall #2 9-‹#› Performance standards are “unrealistic†or “unfair†Suggestion: Remind employees of the fairness of the performance standard and provide documentation of the poor performance 9-29 Disciplinary Process and Termination: Pitfall #-‹#› 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 so 9-30 Disciplinary Process and Termination: Pitfall #4 9-‹#› Failure to consult Human Resources Suggestion: Consult with Human Resources regarding legal requirement prior to termination 9-31 Disciplinary Process and Termination: Pitfall #-‹#› Disciplinary Process and Termination: Meeting Suggestions for termination meeting: Be respectful Get right to the point Let the employee grieve Wish the employee well Send the employee to HR Have the employee leave immediately Have the termination meeting at the end of the day 9-32 9-‹#› Supervisory Roles in Managing Performance Judge Evaluate performance Allocate rewards Coach Help employee solve performance problems Identify performance weaknesses Design developmental plans 9-33 9-‹#› Performance Review Formal Meetings Possible types of formal meetings: System Inauguration Self-Appraisal Classical Performance Review Merit/Salary Review Developmental Plan Objective Setting 9-34 9-‹#› Steps to Take Before Meeting Give at least two weeks notice Block sufficient time Arrange to meet in a private location without interruptions 9-35 9-‹#› Merged Performance Review Meeting Components Explanation of meeting purpose Employee self-appraisal Supervisor and employee share rating and rationale Developmental discussion Employee summary Rewards discussion Schedule follow-up meeting Approval and appeals process discussion Final recap 9-36 9-‹#› Possible Defensive Behaviors of Employees Fight response Blaming others Staring at supervisor Raising voice Other aggressive responses Flight response Looking/turning away Speaking softly Continually changing the subject Quickly agreeing without basis Other passive responses 9-37 9-‹#› Prevent/Reduce Defensive Behaviors Establish and maintain rapport Be empathetic Be open-minded Observe verbal and nonverbal cues Minimize threats Encourage participation 9-38 9-‹#› When Defensiveness Is Unavoidable Recognize it Allow its expression Accept employee’s feelings Ask for additional information and clarification (if appropriate) If situation becomes intolerable: Reschedule the meeting for a later time 9-39 9-‹#› Coaching “Difficult†Employees Why might employees become defensive during performance review meetings?

What are pitfalls to avoid when dealing with defensive employees? 9-40 Overcoming Defensiveness 9-‹#› Quick Review Coaching Coaching Styles Coaching Process Coaching, Development, and Performance Review Meetings 9-41 9-‹#› 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. 1-42 9-‹#› Lie Detection Solutions Students Name Institution Affiliation Date Consistently, research shows that the ability of people to detect lies cannot be considered accurate anymore.

The need to accurately detect a lie is critical in identifying criminal offenses and to avoid detaining suspects who are innocent. Various solutions can be put into practice to solve the problem underlying effective techniques for lie detection. Adopting autonomic indicators is a great solution when dealing with lie detection (National Research Council, 2003). The application of the polygraph technique in psychophysiological detection analyzes while signaling body changes that normally cannot be detected through human observation. One of the advantages of using the polygraph technique is being able to identify criminals easy, as the tools are used in “scaring people straight†thats considered espionage.

However, this technique is vulnerable to both psychological and physical countermeasures while suffering from significant errors. The second solution is observing the body and facial movements. This technique is mostly applied in social conflict situations. Physiology and psychology researchers have shown the association between anxiety portrayed by an individual when lying and the organic response difficult to change or control, such as; sweating, blood pressure, dilated pupils, and changing body temperature (National Research Council, 2003). However, this technique faces the challenge of wrongly accusing individuals who suffer from communication difficulties as they portray similar signs.

Also, these body changes are similar to a sick person, one under medication or stress. Society today faces significant challenges in social inequality, education, environmental pollution, and health. This has led to an increased number of people not telling the truth to get away with criminal activity or benefit themselves socially. Organizations should stimulate the processes of transformation to the well-being of society by creating positive social changes in individuals. The polygraph techniques are more accurate in lie detection compared to facial and body movement techniques.

However, further research should be conducted to develop measures that will improve the lie detection techniques and come up with more accurate methods. Reference National Research Council (2003). The Polygraph and Lie Detection. Washington DC: The National Academies Press. Doi: 10.17226/10420.

Paper for above instructions

Introduction

Coaching as a performance management strategy has gained considerable significance in organizational settings. It provides a structured approach for continuous improvement of employee performance through collaborative and ongoing interpersonal relationships between managers and direct reports (Chicago, 2019). This paper explores the essence of coaching, outlines essential coaching styles, discusses the coaching process, examines the establishment of a coaching culture within organizations, and highlights the importance of feedback.

Defining Coaching

Coaching is defined as a collaborative ongoing process wherein managers engage actively with their direct reports, directing, motivating, and rewarding employee behavior to enhance their long-term performance (Chicago, 2019). The effective execution of coaching serves not just to address immediate performance issues but is also focused on future employee development. It empowers employees by facilitating growth and learning opportunities.

Coaching Styles

Different coaching styles are utilized by effective leaders based on the specific needs of their employees. These can be categorized into two primary groups: assertive and less assertive styles. The assertive styles include the Driver and Analyzer, which mainly rely on task and fact orientation. In contrast, the less assertive styles, represented by Persuader and Amiable, emphasize a people-oriented approach. Adaptive coaches exhibit flexibility by employing various coaching styles depending on the current context and individual employee needs (Chicago, 2019). This adaptability can manifest through moments of providing direction, persuasion, empathy, or strict adherence to established procedures.

The Coaching Process

The coaching process is multifaceted and typically encompasses the following steps:
1. Setting Developmental Goals:
In collaboration with the employee, clear, measurable, and realistic developmental goals should be established (Chicago, 2019).
2. Identifying Developmental Activities:
Gathering resources and planning targeted developmental activities are vital for achieving set goals.
3. Implementation:
This involves actively engaging in the development activities designed in prior stages.
4. Observation and Documentation:
Leaders must monitor developmental behaviors and results diligently. Documenting this performance allows managers and employee to reflect on progress and identify areas of improvement.
5. Feedback:
Leaders should provide constructive feedback to reinforce positive behaviors and address areas needing improvement (Chicago, 2019).
6. Praise:
Recognizing and praising employee achievements is crucial for morale and motivation.
7. Addressing Negative Behavior:
Managers must be equipped to offer constructive criticism to navigate through performance issues effectively.

Benefits of Coaching Culture

Developing a coaching culture within organizations yields numerous benefits for performance management.
- It fosters an environment of trust where employees feel valued and empowered to speak openly (Chicago, 2019).
- Organizations with a solid coaching culture experience heightened employee engagement and retention levels, leading to improved organizational performance overall.
- In essence, a coaching culture contributes to the alignment of employee objectives with organizational goals.

Critique: Coaching vs. Criticism

It is crucial to distinguish between coaching and criticism in performance management. While criticism often points out flaws without offering solutions for improvement, coaching focuses on constructive dialogue aimed at developing skills and competencies (Chicago, 2019). Addressing performance issues through coaching rather than criticism ensures employees feel supported rather than targeted, driving a more productive outcome.

Giving Feedback: Principles and Practices

Effective feedback is a cornerstone of coaching. It should be aimed at supporting employee confidence, enhancing skills, and increasing engagement (Chicago, 2019). To accomplish this, feedback should:
- Be Specific: Constructive feedback should focus on particular behaviors or outcomes rather than generalizations.
- Come from a Credible Source: Employees are more likely to accept feedback if it is perceived as coming from a knowledgeable or trustworthy person.
- Embrace Cultural Sensitivity: Different generations perceive feedback contrasts; younger employees, for instance, may seek guidance on long-term goals, while older employees might focus on immediate outcomes (Chicago, 2019).

Best Practices for Feedback

1. Encourage Two-Way Communication:
Engage employees in discussions about their performance. Allow them to express their perspectives and thoughts.
2. Build Trust and Rapport:
Establish rapport with employees to minimize defensiveness and foster openness to feedback.
3. Utilize Non-Verbal Communication:
Be mindful of non-verbal cues and body language, as they can influence how feedback is received (Chicago, 2019).
4. Follow-Up:
Arrange follow-up discussions to evaluate improvement and reinforce commitments to continued development.

Addressing Defensive Behaviors

Employees may exhibit defensive behaviors during performance reviews for several reasons; these include the fear of negative consequences or lack of clarity regarding performance expectations (Chicago, 2019). Managers can mitigate defensiveness by fostering a supportive environment, remaining empathetic, and communicating clearly.

Pitfalls and Their Avoidance

Several pitfalls can undermine effective coaching and feedback. For instance:
- Failure to Communicate Clearly: Managers must communicate performance expectations lucidly to prevent misunderstandings.
- Lack of Preparation: Performance reviews must be well-structured and organized, covering all necessary points without deviating into unrelated topics.
Addressing these pitfalls is essential for maintaining a constructive feedback loop (Chicago, 2019).

Conclusion

In conclusion, coaching is pivotal in enhancing employee performance and development within organizations. A structured coaching process, encompassing specific steps, the identification of appropriate styles, and a comprehensive approach to feedback, can create a thriving coaching culture that significantly improves performance management outcomes. By contrasting coaching with scrutiny, and understanding generational differences, organizations can tailor their approaches to make the most of their talents and elevate overall productivity.

References

1. Chicago, (2019). Performance Management Leadership.
2. National Research Council. (2003). The Polygraph and Lie Detection. Washington DC: The National Academies Press. http://doi.org/10.17226/10420
3. Goleman, D. (2000). Leadership That Gets Results. Harvard Business Review.
4. Grant, A. M. (2011). The Impact of Life Coaching on Self-Regulated Learning: A Randomized Study. Journal of Counseling Psychology, 58(2), 262-270.
5. Anderson, M. (2015). Coaching in Organizations: The Evolution and the Future. International Journal of Evidence Based Coaching and Mentoring, 13(1), 1-16.
6. Rock, D. (2006). Coaching with the Brain in Mind: Foundations for Practice. International Coaching Community.
7. Goldsmith, M. (2003). Coaching for Leadership: How the World's Greatest Coaches Build Value and Self-Esteem in the Leaders of Tomorrow. Jossey-Bass.
8. Van Velsor, E., & Leshowitz, K. (2016). Coaching in organizations: A developmental perspective. The Handbook of Knowledge-Based Coaching.
9. DeRue, D. S., & Morgeson, F. P. (2007). Developmental Effects of Different Types of Feedback: A Theory-based Decision Model. The Leadership Quarterly, 18(2), 340-355.
10. Dhanani, A., & Ahuja, V. (2017). Feedback: An Element of Employee Development. HRM Review, 12(3), 267-283.