1. S
Coaching Managers
Performance
Management Process
Increase Effectiveness in Organizational Performance

2. Agenda
• Your Company PMP
• 5 Essential Coaching Tips
for Managers
• Business Tool
• Functionality
• Conversations vs. Process
• Provide Feedback Training
• Identify Common Themes
• Coaching New Managers
• Top Issues
• Role Modeling
• Big Picture Thinking
• Training Topics

3. Where is the maturity of your PMP Drive
Performance Management as
Fragmented HR Process
Performance Management as
Required Mandate
Performance Management
Drives Development
Performance Management Drives
Accountability and Compensation

4. What is your key objective
with PMP?
Poor
Performance
Stellar
Performance
Poor
Performance
Stellar
Performance
Retention & Succession
Improving manager effectiveness with
performance management
Greater recognition of top talent and ready now successors
Improving performance across the
organization (raising the bar)
Getting rid of old behaviors & rewarding new behaviors
Behavior Change

5. S
5 Things Managers Need
to Understand about
PMP

6. 2) Discuss how PMP develops
the organization
S Improve or increase business performance
S Drive alignment of human capital to achieve business objectives
S Retain top talent
S Develop and identify high potentials
S Reinforce Culture
S Document historical information; trending, development or

7. 3) Discuss the importance on
Conversations vs. Process
Direction
(Offers advice)
Dialogue
(conversation is
fluid and two way)
Attention
(lets the performer
sit with a question)
Awareness
(formulates effective
questions)
S The Skill of Dialogue – shows a
vested interest in the outcome and
a shared future purpose.
S The Skill of Inquiry - formulates
and asks effective questions
S The Skill of Advocacy - presents
‘tells’ and “sells” another point of
view point.
S The Skill of Facilitator – builds a
mutual understanding of a shared
future.
Inquiry
(ask)
Advocacy
(tell)
Coaching Choices: To ask, To tell, To say nothing

8. Case Study 1
Ben Snyder, an expat working in London at a global media company, was new at his job.
He inherited an employee, Jim, whose primary responsibility was to travel to Africa, the
Middle East, and Russia to develop partnerships, which would ultimately drive sales to
Ben's business. But Jim wasn't delivering.
"During quarterly performance reviews, Jim and I had long conversations about his
approaches and the great relationships he was developing. I would tell him how glad I was
that people were talking to him, that he was forming these relationships. But I also told
him that that we needed tangible deals," says Ben.
This happened for three straight quarters: same conversation, no deals.
Increasingly, though, Ben was under pressure: Jim was spending a lot of the company's
money with nothing to show for it.
"I needed to scare him into action. At the next performance review, I gave Jim 90 days to
close a deal.” (What do you think happen?)

9. Case Study 2
S Lucy Orren worked as a director of business development at a biotech start-up in New Jersey.
She managed Peter, who was “a real star, smart, very conscientious, and good at everything he
tried." One of Peter's biggest responsibilities was giving presentations.
S "One of the vice presidents at my company brought to my attention that Peter too often used a
certain crutch phrase, and that while he was a good speaker, he was very deliberate in the way
that he spoke, which was sometimes too slow. She thought it portrayed a lack of energy. I
thought it was a relatively minor problem, but I decided to bring it up in the performance
appraisal."
S During the face-to-face discussion, however, Lucy chickened out. "Peter was so good at his
job, that I was reluctant to give him any criticism," she says. "I tried to couch the advice when
we were discussing his strengths. But I sugarcoated it too much, and he didn't get it."
S At the very end of the conversation, Lucy highlighted areas of improvement. She told Peter to
try to be more upbeat during in his presentations. The advice was too vague; Peter wasn't sure
what do with the recommendation.
S "The next few presentations he gave were pretty rocky. He overcompensated," recalls Lucy.
(What coaching would you offer this manager?)

10. 4) Provide Feedback Training
S Frame feedback in terms of a "stop, start, and continue"
model.
S What is the employee doing now that is not working?
S What are they doing that is highly effective?
S What actions should they adopt to be more so?
S By focusing on behaviors not dispositions, it takes the
personal edge out of the conversation.

11. 5) Identify Common Themes
11
Ineffective Process No line level sponsorship
Managers Are Unskilled at PM Lack Effective Tools for PM
• “Managers don’t want to be bothered with
performance management.”
• “Performance management is seen as an HR
practice.”
• “This is not a true ‘pay-for-performance’ culture.”
• “Managers lack the skills to manage performance
effectively.”
• “There are no career growth opportunities here,
therefore development planning isn’t that beneficial.”
• “Managers would rather hold on to their people than
help them advance their careers.”
• “Managers don’t want to deliver tough messages around
performance.”
• “Managers and employees are only evaluated on goals
and not people skills, therefore, how you achieve your
goals is not important. People can display bad behaviors
and are not accountable.”
• “People here have been in their jobs for a long time, there
really aren’t any ‘goals’ to set.”
• “There is limited training for managers around how to
conduct good performance management
conversations.”
• “Managers don’t have the time to focus on performance
management.”
• “Merit increases are awarded evenly across teams to
avoid employee dissatisfaction.”

12. S
Coaching for New
Managers

13. The New Manager Top Issues
S New Managers are unskilled at addressing performance
issues and often sit back hoping they will be addressed
magically.
S New Managers lack the big picture of how PMP drives
organizational performance.
S New Manager personalize performance issue, get frustrated
and act quickly without understanding the situation,
creating the start of a defensive relationship.

14. Role Model Conversation with
New Manager
S Senior managers need to create an environment where
constructive feedback is perceived not as criticism but as a
source of empowerment.
S This begins with the feedback you offer to your managers
about their own development.
S The key is to foster within them the desire to help their
reports achieve their goals. Under those circumstances,
even difficult personal issues become approachable.

15. Build Big Picture Thinking
S Managers have a critical responsibility for evaluating the performance
and the PMP provides managers with the structure to successfully carry
out their responsibilities for managing staff performance.
S Manager need to understand how performance impacts the workforce
and the value of human capital.
S Managers can use the PMP to gain insight, motivate employees, increase
engagement, enhance accountability for results and support professional
and career growth.
S The performance process is a critical tool to ensure employees receive
information they need to be successful and contribute to the overall
success of the company.

16. Train, Train, Train
S Conduct mock PMP training to build skills and provide
feedback.
S Provide feedback training focused on cause-and-effect
relationships, making the link between their intent and their
actual impact.
S Invest in new managers by training them correctly. They are
like anthropologist; gathering information about their jobs and
the culture by observing others behaviors and following the
norms.