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1. Herman Aguinis, University of Colorado at Denver9-1
Performance Management Skills:Performance Management Skills:
OverviewOverview
• Coaching
• Coaching Styles
• Coaching Process
• Performance Review Meetings

2. Herman Aguinis, University of Colorado at Denver9-2
Coaching: DefinitionCoaching: Definition
• Manager
– Interacts with employee and
– Takes active role and interest in performance
• Collaborative ongoing process
– Directing employee behavior
– Motivating employee behavior
– Rewarding employee behavior
• Concerned with long-term performance

3. Herman Aguinis, University of Colorado at Denver9-3
Major Coaching Functions:Major Coaching Functions:
• Give advice
• Provide guidance
• Provide support
• Give confidence
• Promote greater competence

4. Herman Aguinis, University of Colorado at Denver9-4
Key Coaching BehaviorsKey Coaching Behaviors
• Establish developmental objectives
• Communicate effectively
• Motivate employees
• Document performance
• Give feedback
• Diagnose performance problems
• Develop employees

5. Herman Aguinis, University of Colorado at Denver9-5
The Good Coach QuestionnaireThe Good Coach Questionnaire
 Do you listen to your employees?
 Do you understand their individual needs?
 Do you encourage employees to express
their feelings openly?
 Do you give tangible and intangible support
for development?
 Do your employees know your expectations
about their performance?

6. Herman Aguinis, University of Colorado at Denver9-6
The Good Coach Questionnaire (continued)The Good Coach Questionnaire (continued)
Do you encourage open and honest discussions
and problem solving?
Do you help your employees create action plans
that will
Solve problems?
Create changes?
Do you help your employees explore potential
areas of
Growth?
Development?

7. Herman Aguinis, University of Colorado at Denver9-7
Coaching StylesCoaching Styles
More Assertive Less assertive
Task & Fact
oriented Driver Analyzer
People oriented Persuader Amiable

8. Herman Aguinis, University of Colorado at Denver9-8
Adaptive coaches use all stylesAdaptive coaches use all styles
according to employee needs:according to employee needs:
• Sometimes providing direction
• Sometimes persuading
• Sometimes showing empathy
• Sometimes paying close attention to rules and
established procedures

9. Herman Aguinis, University of Colorado at Denver9-9
Set
Developmenta
l Goals
Identify
Developmental
Resources &
Strategies
Implement
strategies
Observe and
Document
Developmental
Behavior
Give Feedback
Coaching ProcessCoaching Process

10. Herman Aguinis, University of Colorado at Denver9-10
Coaching Process:Coaching Process:
Steps covered in Chapter 8Steps covered in Chapter 8
• Set Developmental Goals
• Identify Resources and Strategies
Needed to Implement Developmental
Goals
• Implement Developmental Goals

11. Herman Aguinis, University of Colorado at Denver9-11
Coaching Process:Coaching Process:
Overview of remaining stepsOverview of remaining steps
• Observe and Document Developmental
Behavior and Outcomes
• Give Feedback
– Praise
– Negative Feedback

12. Herman Aguinis, University of Colorado at Denver9-12
Observe and Document Developmental BehaviorObserve and Document Developmental Behavior
and Outcomesand Outcomes
Constraints:
• Time
• Situation
• Activity

13. Herman Aguinis, University of Colorado at Denver9-13
Organizational ActivitiesOrganizational Activities
to improve documentation of performanceto improve documentation of performance
• Good communication plan to get manager buy-in
• Training programs
– Rater error training
– Frame-of-reference training
– Behavioral observation training
– Self-leadership training

14. Herman Aguinis, University of Colorado at Denver9-14
Reasons to document performanceReasons to document performance
• Minimize cognitive load
• Create trust
• Plan for the future
• Legal protection

15. Herman Aguinis, University of Colorado at Denver9-15
Recommendations for DocumentationRecommendations for Documentation
• Be specific
• Use adjectives and adverbs sparingly
• Balance positives with negatives
• Focus on job-related information
• Be comprehensive
• Standardize procedures
• Describe observable behavior

16. Herman Aguinis, University of Colorado at Denver9-16
Giving FeedbackGiving Feedback
• Main purposes:
– Help build confidence
– Develop competence
– Enhance involvement
– Improve future performance

17. Herman Aguinis, University of Colorado at Denver9-17
Potential costs of failing to provide feedback:Potential costs of failing to provide feedback:
• Employees are deprived of chance to
improve their own performance
• Chronic poor performance
• Employees have inaccurate perceptions of
how their performance is regarded by others

18. Herman Aguinis, University of Colorado at Denver9-18
To be effective, feedback should:To be effective, feedback should:
• Be timely
• Be frequent
• Be specific
• Be verifiable
• Be consistent (over time and across employees)
• Be given privately
• Provide context and consequences
(continued next slide)

19. Herman Aguinis, University of Colorado at Denver9-19
To be effective, feedback should:To be effective, feedback should: (continued)(continued)
• Describe first, evaluate second
• Cover the continuum of performance
• Identify patterns
• Demonstrate confidence in employee
• Allow for both advice and idea generation

20. Herman Aguinis, University of Colorado at Denver9-20
Guidelines for Giving PraiseGuidelines 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

21. Herman Aguinis, University of Colorado at Denver9-21
Giving Negative FeedbackGiving Negative Feedback
Managers avoid giving negative feedback due to:
• Negative reactions and consequences
• Negative experiences in the past
• Playing “god”
• Need for irrefutable and conclusive evidence

22. Herman Aguinis, University of Colorado at Denver9-22
Negative feedback is most useful when it:Negative 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 data

23. Herman Aguinis, University of Colorado at Denver9-23
Feedback Sessions should always answer:Feedback Sessions should always answer:
• How is your job going?
• What can be done to make it better?
– Job
– Product
– Services
• How can you better serve your customers?
– Internal
– External

24. Herman Aguinis, University of Colorado at Denver9-24
Supervisory roles in managing performanceSupervisory roles in managing performance
• Judge
– Evaluate performance
– Allocate rewards
• Coach
– Help employee solve performance problems
– Identify performance weaknesses
– Design developmental plans

25. Herman Aguinis, University of Colorado at Denver9-25
Performance Review Formal MeetingsPerformance Review Formal Meetings
Possible types of formal meetings:
1. System Inauguration
2. Self-Appraisal
3. Classical Performance Review
4. Merit/Salary Review
5. Developmental Plan
6. Objective Setting

26. Herman Aguinis, University of Colorado at Denver9-26
Steps to take before meeting:Steps to take before meeting:
• Give at least 2-weeks notice
• Block sufficient time
• Arrange to meet in a private location without
interruptions

27. Herman Aguinis, University of Colorado at Denver9-27
Merged Performance Review MeetingMerged Performance Review Meeting
ComponentsComponents
1. Explanation of meeting purpose
2. Employee self-appraisal
3. Supervisor & employee share rating and rationale
4. Developmental discussion
5. Employee summary
6. Rewards discussion
7. Follow-up meeting arrangement
8. Approval and appeals process discussion
9. Final recap

28. Herman Aguinis, University of Colorado at Denver9-28
Possible defensive behaviors of employeesPossible 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

29. Herman Aguinis, University of Colorado at Denver9-29
To prevent/reduce defensive behaviorsTo prevent/reduce defensive behaviors
• Establish and maintain rapport
• Be empathetic
• Observe verbal and nonverbal cues
• Minimize threats
• Encourage participation

30. Herman Aguinis, University of Colorado at Denver9-30
When defensiveness is unavoidable:When defensiveness is unavoidable:
Recognize it
Allow its expression
If situation becomes intolerable
Reschedule the meeting for a later time