To Coach Or To Improve?

Transcription

1 UW Sometimes and Aspiring Supervisor Series Theme #2: Skills to Communicate and Coach To Coach Or To Improve? AGENDA 1. Self Assessment for Coaching and Improving 2. Fix Procedures and Processes Before Coaching 3. Write Performance Expectations 4. Who s Accountable? 5. Application to my Workplace Reading Page 2 of Week 6 Packet, Self-Assessment for Coaching and Improving Page 3 of Week 6 Packet, Fix Procedures and Processes before Coaching. References: Cottrell, D. (2002). The Manager's Coaching Handbook. Dallas, TX: Cornerstone Leadership Institute. Whitmore, J. (2002). Coaching for Performance. London: Nicholas Brealey. Staff Unaware Beginner Frustrated Learner Competent Team Player Independent Performer Supervisor Strategies Observe Train Coach Collaborate Delegate 1

2 UW Sometimes and Aspiring Supervisor Series 1. Self-Assessment for Coaching, Engaging, and Improving Procedures Individually,» Put yourself in the shoes of your staff members. Rate yourself 1-5 as your employees would if they were rating you on these activities.» Then select 3 or 4 areas to improve. (The results of this assessment are for your use only) 1=Never 2=Rarely 3=Sometimes 4=Usually 5=Always Rating I could do even better 1 My boss gets out of his or her office, and spends time with us at our work sites. 2 My boss thinks and speaks positively and has a good attitude. 3 My boss shares information with us. 4 I can talk to my boss when I need to, and s/he really listens. 5 I get individualized attention from my boss. 6 My boss really knows my strengths. 7 My work is structured such that I get to do the things I m good at. 8 My boss continually looks for ways that we can improve our work procedures. 9 If I really need help, my boss will get involved with my work. 10 My boss stays out of my way when it s appropriate. 11 My boss is a good role model and acts as s/he expects me to act. 12 My boss is a patient explainer. 13 My boss lets me know what I ve done wrong. 14 I don t get punished for mistakes. 15 I m encouraged to analyze my mistakes and to learn from them. 16 My boss lets me know when I ve done something right. 17 We celebrate successes, even the small ones. Adapted from American Management Association Coaching is unlocking people s potential to maximize their own performance. It is helping them to learn rather than teaching them. Coaching for Top Performance, John Whitmore 2

3 UW Sometimes and Aspiring Supervisor Series 2. Fix Procedures and Processes before Coaching Fix a Procedure or Process Supervisor responsibility Coach an Individual Behavior Staff responsibility Individually, read the box. What questions do you have? Answer these questions before addressing performance issues with staff. Fix Procedures and Processes First 1. Are my expectations crystal clear? What makes me think so (or not)? 2. Are my expectations reasonable and fair? What makes me think so (or not)? 3. Are there adequate resources for this procedure? How do I know? 4. Are there barriers to performing well? How do I know? Training 5. Have staff received adequate training to do the job properly? How do I know? Coaching 6. Do staff understand WHY it s important to do the job correctly? How do I know? 7. Am I holding staff accountable for their performance? Are there appropriate and consistent consequences for non-performance? 8. Do I consistently recognize and reward positive performance? Adapted by Mary Hoddy from: David Cottrell and Mark Layton, The Manager s Coaching Handbook Robert Mager & Peter Pipe, Analyzing Performance Problems, or You really oughta wanna You can only hold staff accountable for expectations, procedures, and processes that are clear and consistent. If the answer to any question above is No, or I don t know, deal with situation first as a supervisor to write procedures, processes, or issues before or while you are coaching Fix Procedures Staff Unaware Beginner Frustrated Learner Competent Team Player Independent Performer Supervisor Strategies Observe Train Coach Collaborate Delegate 3

4 3. Write Performance Expectations or Standards UW Sometimes and Aspiring Supervisor Series Performance Expectations are given to employees so that they know what is expected of them. SMART Expectations Performance Expectations are descriptive of performance results, not a summary of job contents Specific and clearly worded Measurable with qualitative or quantitative criteria Achievable Realistic and Within the employee s control Time Component FORMULA: Action Verb + What + How = Expectation Arrive at work station prepared to be productive at start of your shift. YOUR TURN Individually, write one Performance Expectation for an employee that you supervise. EXAMPLES Office Positions: Greet customers immediately when they arrive in office. Process Procard Statement of Account within 3 working days of receipt. Building Services/Operations Positions: Empty trash containers in food area daily. Replace light bulbs with-in 24 hours of being reported. Shovel snow from entrances when directed. Food Service Positions: Observe safety and sanitation procedures at all times. Stock Grab and Go coolers so oldest items are in the front at beginning of shift. All Positions: Take initiative to use time productively at all times. Check in with supervisor at the beginning of each shift for work assignments. Use appropriate language, including no profanity, at all times. UW Employee Assistance reports that one of the most common underlying causes of employee and supervisor tensions is their differing expectations of job duties. 4

5 4. Who is Accountable? Staff or Supervisor? UW Sometimes and Aspiring Supervisor Series You supervise six people and chair a weekly informal staff meeting. John often sits at the meetings with his arms folded across his chest and rolls his eyes when Michelle speaks, a younger enthusiastic co-worker. On numerous times he has come to you a day or two after the meeting and talked to you about his ideas. In yesterday s meeting, John started to speak and was interrupted by Michelle with her ideas. He never spoke again. He came into your office today and starts telling you about his idea. At your table, Let s consider Actions you could take to: Fix procedures or processes What is my responsibility as supervisor? Coach Individuals What is the staff responsibility? ACTIONS: Improve Procedures at Meeting ACTIONS: Coaching Michelle I noticed John I noticed Think First: Hard on Processe Soft on People 5

6 5. Application to my Workplace UW Sometimes and Aspiring Supervisor Series At your tables, Pick ONE real situation to diagnose. Table members ask primarily open-ended questions. Avoid advice. Help speaker diagnose procedures or processes to improve and guess what staff might need. Situation 1. Briefly describe situation in behavioral observations. 2. List things that supervisor has done so far: What procedures or process might need improving FIRST? (e.g. written standards) Where might staff be regarding competency levels? What might the staff need? Fix Procedures Staff Unaware Beginner Frustrated Learner Competent Team Player Independent Performer Supervisor Strategies Observe Train Coach Collaborate Delegate In the end, it s up to the manager to adjust to the employee needs, not for the employee to adjust to how that manager likes to motivate people. On My Mind: Employee Motivation, by Steven Kline, 6