High-Impact. Performance Coaching. Reproduced with the permission of choice Magazine,

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1 research: (1) coaching should be a day-to-day, not a once-a-year, activity (i.e., employees tend to accept suggestions for improved performance if they are given in less concentrated form vs. comprehensive annual appraisals) and (2) mutual goal-setting, not criticism, improves performance. 4 This context provides a prime opportunity for coaching to support organizations in benefiting from these findings, just-in-time, as an alternative to, or extension of, executive education and training. Yet doing so requires that coaches themselves make developing a cafeature High-Impact Performance Coaching Applying the four-cs framework to define, monitor and generate results! by Terrence E. Maltbia, PhD W hat are important distinctions between performance coaching and performance counseling managers need to know? How can coaches support leaders in developing capabilities needed to enhance employee performance while attending to the organization s strategic priorities? Read on to discover the benefits and specific outcomes experienced when applying a framework focused on observation, choice, and taking informed action. Today, organizational leaders face increased complexity that involves rapid internal changes in structure and work processes, hyper competitive markets and continuously shifting dynamics, each taking shape in the context of talent shortages. Research has revealed nearly 92 percent of executives believe the challenges their organizations face are more complex than the prior five years. 1 The explosive interest and growth in the 2.4 billion dollar coaching market over the past decade is one response to these shifts occurring in the world of work that some have characterized using the U.S. Army s phase V.U.C.A. (or volatile, uncertain, complex, and ambiguous). 2 As a result of these trends, the learning demands for today s leaders and hence the requirements for building a capacity to enhance employee performance have never been greater, nor have the stakes associated with success or failure. For example, research by Cutting Edge Information indicated that 70% of CEOs fail as a result of execution errors, rather than errors in strategy. 3 What is Performance Coaching? Two general themes emerge from the classic employee performance VOLUME 11 NUMBER 1 27

2 Figure 1. Science of Human Performance pacity for understanding the science of human performance a priority. An early step in this learning process for the coach is to devise a clear point-of-view of the factors that contribute to high-performance for individuals and organizations. Defining Performance Performance is at the very core of organizational effectiveness. In organizations, performance is about intentionality, that is, the ability to act deliberately to achieve results. Further, performance can be assessed using five broad categories of metrics or measures including: (1) quantity, (2) quality, (3) time, (4) resources and (5) impact. 5 Performance is often about increasing something (e.g., sales, profits, market share, productivity, etc.) or decreasing something (e.g., costs, error, customer complaints, employee turnover, etc.) in short, quantity related metrics. Quality metrics reflect the overall effectiveness of performance (e.g. exceeding product and service delivery expectations). Time metrics focus on the duration of performance and are often combined with quantity metrics, such as reducing cycle time or improving customer response time. Resource metrics relate to the required investment needed to generate a given level of Figure 2. Four Cs Framework for High-Impact Performance Coaching performance in terms of people and operating costs. Lastly, impact measures focus on the collective effect of a given set of actions at the individual level (e.g. self-confidence and outcome expectancies), group level (e.g. workgroup cohesiveness and effective communication), and the systems level (e.g. shareholder value) of the organization. Science of Human Performance Figure 1 presents a useful heuristic to help coaches, managers, and employees understand the dynamics of performance as a process of learning and change that involves continuous cycles of action and reflection. The figure s basic components include (1) three strategic learning capabilities, (2) three related outcomes associated with each capability, and (3) three different learning foci needed to generate the desired learning outcomes. 28 VOLUME 11 NUMBER 1

3 Stakeholder Benefits of Developing a Capacity for Performance Coaching LEADERS/MANAGERS Aligned Performance Expectations Identify and Leverage High-Performers/Effective Delegation Committed and Motivated Team Personal Stress Reduction EMPLOYEES Clarity of Performance Expectations Increased Self-Confidence (self-efficacy & outcome expectancies) Improved Individual Results Job/Career Satisfaction/ Personal Rewards COACHES Specialty Knowledge in High Growth Area Confidence to Add Value to Clients and Organizations Expanded Reach & Relevance to Build Coaching Business The figure asserts that understanding any form of human performance is a function of examining the three dimensions of context, content, and conduct. Strategic learning responds to the who, where, when, and ultimately the why of performance (or contextual awareness); the what of performance (or conceptual clarity); and the how of performance (or informed action); and as such provides a robust questioning structure to guide the exploration of various performance situations. Further, contextual awareness involves scanning the external and internal environments this capability is necessary in order to articulate the basic rationale for various performance tasks in a given organization, identify the indicators for assessing progress toward goals and objectives, and overall success. The learning emphasis of contextual awareness is learning for expanded perspective and results in deep insight and focus. Next, conceptual clarity concentrates on the knowledge areas necessary for enhanced performance and competitive advantage. This capability places a priority on making important strategic choices made more effective when based on insight gained through contextual awareness. The emphasis of conceptual clarity is learning for critical skill development and knowledge. At this point strategic choices are made and the vital few critical success factors identified needed to realize goal attainment that aligned clearly with quantity, quality, time, ORGANIZATIONS Culture of Performance Productivity & Quality Adaptive and Innovative Workforce Talent Pool/Resources resource, and impact dimensions of performance. Finally, the emphasis of taking informed action is on learning from experience and results in planned experimentation that provides a platform for excellence in execution. Taking informed action allow individuals and organizations to quickly experiment with various choices, and in time, imple- Figure 3. Four Cs Framework for High-Impact Performance Coaching: Guiding and Sample Questions VOLUME 11 NUMBER 1 29

4 ment plans, to take advantage of the next shift in the internal and external environments. The reflective potential of learning during and from experience builds a capacity to repeat this cycle of learning for perspective, knowledge, and informed action, over and over again, and can result in personal and organizational renewal and transformation. 5 Performance Coaching in Context The dictionary reveals many interpretations (or roles) associated with the meaning of coaching ranging from a person who trains to a private tutor who prepares or instructs. 6 For organizational leaders, an important distinction between performance coaching and performance counseling is necessary for the effective management of performance. The role of coaching grows out of a commitment mindset focused on helping others acquire the necessary knowledge and/or skills that contribute to improved performance and a greater realization of personal potential (i.e. the foundation for acknowledging employee experience and talents; co-creating possibilities; and empowering employees to take informed action, or ACE); whereas counseling, when necessary, is guided by a compliance mindset with an emphasis on directing employee behaviors in ways that are consistent with job and/or organizational requirements (i.e. control the situation, ensure order, and prescribe necessary behavior, or COP). The key to managerial effectiveness is knowing the conditions where enacting each role is required to foster the desired outcomes. 7 For maximum impact, the focus of each coaching interaction should align with a specific need in response to the following guiding question: What is needed to achieve the desired result(s)? The coach s primary function in helping a person learn, grow and change can vary along a continuum of four choice points based on need, or coaching for: (1) knowledge and/or skills (or task-specific learning focused on preparation); (2) performance (or learning focused more broadly on a person s job with the intent to turnaround, realign, or enhance performance, or potentially sustain success); (3) development (or learning targeted for a person s future roles); or (4) an executive agenda (or learning linked to broader purposes such as mergers and acquisitions, productivity and quality improvement, executive leadership transitions, or coping with explosive growth). 8 The balance of this article focuses on the function of performance coaching and presents a framework for its implementation. Advantages of Performance Coaching The benefits of performance in the workplace for leaders/managers, employees, coaches, and organizations is well documented; today there is a real opportunity for coaches to position themselves to assist clients realize the benefits with a proven approach offering recognizable client value (see table previous page). 9 Combined with the science of hu- 30 VOLUME 11 NUMBER 1

5 man performance, the 4-Cs framework provides a practical, yet powerful structure for planning for high-impact performance; monitoring progress during implementation; and importantly conducting after-actionreviews to cull out lessons learned from experience to inform future action. Figure 2 asserts that Performance = Behavior + Results and is influenced by four dimensions: (1) Conditions, (2) Commitment, (3) Clarity, and (4) Competence. 10 Conditions and commitment reflect the context of performance; whereas clarity is aligned with the content of performance; and finally competence is linked to the behavioral (or conduct) component of performance. Performance Coaching in Action Peers, managers and their subordinates; coaches and performers; and teachers and students can apply the following 3-step process for planning, monitoring and assessing performance in a wide variety of situations. This approach is based on the science of human performance and leverages the core coaching competencies of powerful questions and active listening. As displayed in Figure 3, each of the four components of the 4Cs framework has a guiding question that provides a structure of devising endless additional questions to increase awareness, comprehension, application, and in time enhanced performance. Step 1: Achieving Contextual Awareness (Context) Understanding the circumstances and setting in which performance occurs is the foundation of effective performance planning. Here emphasis is placed on potential interactions between conditions and personal commitment, in short What are the conditions in which performance is/will take place? And importantly What is the performer s level of interests and confidence that the work to be is both important and attainable? Knowledge of relevant conditions is useful in understanding the characteristics of the situation from both environmental and personal perspectives (including task competition and potential internal competing values); while commitment factors focus on both the performer s personal connection to the work itself and situation-specific motivation (see Figure 3). Step 2: Creating Conceptual Clarity (Content) Three key factors influence the clarity of performance: (a) task clarity (i.e. objectives and expectations what success looks like understood by the performer who can describe what needs to get done and why it needs to get done); (b) task consequences (i.e. performer understands the benefits of realizing defined objectives, personal impact, and importantly rewards associated with goal attainment and potential sanctions for not meeting requirements, both personal and/or organizational); and (c) task control (i.e. performer understands the factors within their personal sphere of influence, the measures and means for monitoring and assessing goal attainment; priorities and standards are clearly defined and understood).

6 choice magazine proudly presents our premium partners. Be sure to visit their websites to experience the best coaching has to offer. Fielding Graduate University phone: (800) USA Frame of Mind Coaching/ Journal Engine phone: (416) ext frameofmindcoaching.com and invitechange phone: (877) USA MHS Inc. Emotional Intelligence phone: (800) Canada Practice Pay Solutions phone: (800) USA practicepaysolutions.com Step 3: Taking Informed Action (Conduct) When conditions, personal commitment and clarity of expectations are aligned, a foundation for high-performance is established. The final component is ensuring that the performer has the requisite knowledge, skills, and personal attributes needed for goal attainment. Three factors make the difference: task competence (i.e. required preparation and training; related experience and prior record of accomplishment; transferrable knowledge and/or skills; opportunity to practice and keep capabilities current and relevant); task cooperation (i.e. ability to work with others as needed for goal attainment); and task alignment (i.e. the performer possesses the physical characteristics and personal disposition that matches the profile of those who have been successful References 1 Criswell, C. & Martin, A. 10 Trends, A Survey of Senior Executive. Center for Creative Leadership, MarketData Report, 2009; Petrie, N. Future Trends in Leadership Development. Center for Creative Leadership, PRNewswire, Meyer, H. H., Kay, E., & French, R. P. Split Roles in Performance Appraisal, Harvard Business Review, 1965 (43), Maltbia, T. E. & Power, A. T., A Leader s Guide to Leveraging Diversity, 2009, pp. 5-10; Jackson, T. (1991). Measuring Management Performance: A Developmental Approach for Trainers and Consultants. New York: Kogan Page. 6 Webster s Encyclopedic Unabridged Dictionary of the English Language (2001). San Diego, CA: Thunder Bay Press, p Evered, R. D., & Selman, J.C. (1989). Coaching and the Art of Management, Organizational Dynamics, (18)2, in terms of self-concept, attitudes, values and belief systems). The Four Cs framework has been applied in a variety of work settings and roles ranging from human services, the so called helping professions (e.g. coaching, training, process consultation, and facilitation), supervisors, managers and organizational leaders; sales and marketing, engineers and entrepreneurs; and to work processes such as interviewing and selection, performance planning, performance coaching and counseling, performance appraisal and succession planning. It works because it is easy to understand, yet provides a straight-forward structure for planning, monitoring and assessing performance that allows those in a position to support performance to align their approach to the situation and to the person in a way that helps all involved achieve the results they truly desire. 8 Whitherspoon, R. & White, R. P. (1996). Executive Coaching: A Continuum of Roles, Consulting Psychology Journal: Practice and Research, (48), 2, Wilson, C. (2007). Best Practice in Performance Coaching: A Handbook for Leaders, Coaches, HR Professionals and Organizations. New York: Kogan Page; Whitmore J. (2004). Coaching for Performance: Growing People, Performance and Purpose, 3rd ed. London, England: Nicholas Brealey Publishing. 10 Mager, R. F. & Pipe, P. (1984). Analyzing Performance Problems, 2nd edition. Belmont, CA: David S. Lake Publishers; Maltbia, T. E. & Power, A. T., A Leader s Guide to Leveraging Diversity, 2009, pp VOLUME 11 NUMBER 1

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