PERFORMANCE APPRAOISAL SYSTEM CHAPTER IV PERFORMANCE COACHING, - - PowerPoint PPT Presentation

PERFORMANCE APPRAOISAL SYSTEM

CHAPTER IV

PERFORMANCE COACHING, MENTORING & COUNSELLING

PERFORMANCE APPRAOISAL SYSTEM CHAPTER IV

PERFORMANCE COACHING, MENTORING & COUNSELLING

• Objectives: Concept appreciation, the Process

and conditions for effectiveness, aims &

• bjectives of monitoring, role of counseling in
• rganization.
• Contents: 1. Coaching-objectives, conditions for

effective coaching, process, phases, making coaching effective,

• 2. Mentoring- objectives, distinction between

coaching & mentoring,

• 3. Counseling- effective counseling, guidelines
• n counseling.

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PERFORMANCE COACHING, MENTORING & COUNSELLING

4.1 Coaching:

• An effective instrument in helping people

to integrate with involvement &

• satisfaction. Coaching enables learning &

development and improved performance. To be successful, coach requires knowledge and understanding of process, styles, skills and techniques of the subject

• f coaching.

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PERFORMANCE COACHING, MENTORING & COUNSELLING

4.2 Objectives of coaching:

• 1. help in realising potential
• 2. Help understanding strengths and

weaknesses

• 3. Provide opportunity to get insight in own

behavior and dynamics of it.

• 4. Better understanding of environment.
• 5. Increase personal & interpersonal

effectiveness through feedback and analysis.

• 6. Motivate to set goals.

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PERFORMANCE COACHING, MENTORING & COUNSELLING

4.2 Objectives of coaching (Cont)

• 7. Encourage to generate alternatives.
• 8. Provide environment to discuss

problems, tensions, conflicts & concerns.

• 9. Help to develop action plans.
• 10. Help review.
• 11. Strengthen relationship with boss.

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.3 Conditions for effective coaching:

• 1. General climate of openness & mutuality
• 2. General helpful & empathic attitude of

Management.

• 3. Uninhibited participation by the subordinates in

review process.

• 4. Dialogic relationship in goal setting &

performance review.

• 5. Focus on work-oriented behavior
• 6. Focus on work-related problems and difficulties.
• 7. Avoidance of discussion on salary & other

rewards.

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.4 Process of Coaching:

• Coach is senior in competence, knowledge, &

psychological expertise. Coaching influences employee, which enables them to exercise more autonomy, provides positive reinforcement and creates conditions in which he is able to learn from behavior of coach.

• There are three main processes in coaching viz.
• 1. communicating,
• 2. influencing and
• 3. helping.

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.4 Process of Coaching: (cont)

• Communicating: It is the basis of coaching and
• review. It is influenced by how two persons

conversing perceive problems and issues. Communication is verbal and non verbal, like

• gestures. First step in communication is
• listening. Listening to various messages sent by
• ther person, to feelings and concerns is
• important. Second step is asking questions

and responding. This helps in getting information, establishing mutuality, clarifying matters and stimulating thinking

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.4 Process of Coaching: (cont)

• Some questions do not help. They are;

a) critical questions create a gap. Choice of words is important. b) Testing questions, where person asking them takes superior attitude like cross examination. c) Resenting questions. d) Leading questions almost seduce the other person to go along the line of thinking of the one asking them.

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4.4 Process of Coaching: (cont)

• Some questions are helpful:

a) Trusting questions. b) Clarifying questions to collect facts, more information and figures. c) Empathic questions about feelings of a person. d) Open questions stimulating reflection and thinking. e) Responding to questions from employees is equally important. Coach has to ensure that they have positive result and effect.

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.4 Process of Coaching: (cont)

• Conditions for effective feedback:
• 1. descriptive, not evaluative.
• 2. Focused on behavior and not on person

himself.

• 3. Data based, specific. Not impressionistic.
• 4. Reinforces new positive behavior.
• 5. Suggestive, not prescriptive.
• 6. Continuous.

….cont

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4.4 Process of Coaching: (cont)

Conditions for effective feedback: (cont)

• 7. Mostly person with example of self.
• 8. Need based and solicited.
• 9. Intended to help.
• 10. Focused in modifiable behavior.
• 11. Satisfying need of receiver and giver of feedback.
• 12. Checked and verified.
• 13. Well timed.
• 14. Contributing to mutuality and building up of

relationship.

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4.4 Process of Coaching: (cont)

• Defensive behavior that does not help use of

feedback:

• 1. denying feedback as against owning up

responsibility for behavior.

• 2. Rationalisation as against self analysis of

causes for behavior.

• 3. Projection as against empathy.
• 4. Displacement as opposed to exploration.
• 5. Quick acceptance as against collecting more

information & data to understand the behavior.

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4.4 Process of Coaching: (cont)

• Defensive behavior that does not help use of

feedback: (cont)

• 6. Aggression towards person giving feedback as

against seeking his help in understanding the feedback.

• 7. Humor and wit as against concern for

improvement.

• 8. Rejecting authority as against listening carefully

to person giving feedback.

• 9. Cynicism as opposed to positive critical attitude to

accept some feedback and question some.

• 10. Generalisation as opposed to experimenting.

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4.4 Process of Coaching: (cont)

• Influencing: It means making impact on person in

relationship.

• It involves following aspects in coaching:

a) Increasing autonomy of a person. Direct mode influence restricts the freedom of the other person. Indirect mode increases it. b) Positive Reinforcement: Change in behavior can be brought about only through positive reinforcement, providing encouragement and reinforcing success. c) Identification: Opportunity for employee to identify himself with individuals having more experience, skill and influence is a major influence helping him.

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4.4 Process of Coaching: (cont)

Barriers in identification process are, lack of time, intolerance for mistakes, complete rejection of dependency needs, repression of rivalry and unexamined relationship.

• Helping: Three important processes in helping are:

a) Manager’s concern and empathy he feels for his subordinate, reflected in questions asked and his tone.

• b) Mutuality of relationship: It is based on trust and

the genuine perception that each person can contribute enough. Coach too continues to learn and receive help from the counselee. c) Identifying development needs: Coaching results in clear and systematic identification of needs and subsequent plans to fulfill them.

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.4 Process of Coaching: (cont

• Contract coaching is based on transactional

analysis approach.

• Set of images essential for an effective

helping process: 1.People are capable of making their own choices and decisions.

• 2. People are controlled by their environment,

but they are able to direct their lives more than they realise.

• 3. Behaviors are purposive and goal-directed.
• 4. People want to feel good about themselves

and need positive confirmation of their own self- worth

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4.4 Process of Coaching: (cont)

• Set of images essential for an effective helping

process: (cont)

• 5. People are capable of learning new behavior and

unlearning existing ones.

• 6. People’s personal problems may arise from

unfinished business (unresolved conflicts) stemming from the past (concerning events and relationships). Most problems can be can be worked through by focusing on what choices the person has now

• 7. Many problems are societal or systemic. People

are capable of learning to effect choices or changes within the system.

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4.5 Phases of coaching:

• Coaching helps to improve further on the

strong points and overcome weaknesses. It helps to develop, by providing the proper emotional climate. Annual performance review provides formal opportunities for formal coaching. Four phases of coaching are- rapport building, exploration, action planning and supporting.

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.5 Phases of coaching:

a) Rapport building: Good coach attempts to establish a climate of acceptance, warmth, support, openness and mutuality by listening to the problems and communication his understanding, expressing his empathy and genuineness of interest in employee. Rapport building involves generating confidence in employees to open up and frankly share his perception, problems, concerns, and feelings. Attending: Opening rituals by coach, like offering chair, closing the door etc indicate his genuine concern. Listening: Physical posture and eye contact are indicators of listening. Acceptance: Employee must feel that he is wanted and that his coach is interested.

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.5 Phases of coaching

• b) Exploration: Coach should help the

employee understand his own situation, strength, weaknesses, problems and needs. His skill is in making employee realise and discover his own weaknesses and problems. He may use

• pen and exploring questions to generate

information and narrow the focus. Exploration should lead to diagnosis of problems, which is the next step. Aim should be to generate several alternatives causes of problem.

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4.5 Phases of coaching

• c) Action planning: Coaching interviews should

end with specific plans of action for the development of the employee. Identifying training needs, job rotation, sponsoring for further training, increased responsibility, and role clarity are some likely outcomes of such action

• plans. Employee himself should be responsible

for generating alternatives. Coach may help him in finalizing the plans for implementation.

• Supporting: Coach should communicate

support and facilitate increasing the autonomy the employee and not his dependence on coach. A system for monitoring and follow up of action should be prepared.

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.6 Making coaching effective:

• Coaching interview may be organized as
• rganisational requirement. However before

coaching it must be ensured that employee is willing to learn from the interview. Coach must allow employee to make his own decisions but must not take decisions for him. Employee must understand the purpose of coaching. Arguments must be

• minimized. Coaching session should have follow up

through informal exchanges. A good coach must have basic values of sensitivity, honesty and caring for co-workers. Coach must be willing to share his knowledge and be part of a team. He must be confident, strong and learn continuously. He helps the players focus on the goal and teaches the fundamentals for success. Coach remains responsible to help the team learn to increase its trust level with one another.

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4.6 Making coaching effective:

• A good coach should:
• 1. Communicate expectations.
• 2. Allow opportunity to develop.
• 3. Instruct for improvement.
• 4. Listen for adjustments.
• 5. Provide choices.
• 6. Reward results.

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4.6 Making coaching effective:

• A good coach has to:
• 1. Resolve political situations
• 2. Get people to be problem solvers.
• 3. Work with other executives
• 4. Negotiate in the company and outside.
• 5. Work with people who do not work for you.
• 6. See other points of view.
• 7. Handle conflict.
• 8. Motivate self & others.
• 9. Give credit to others.
• 10. Solve performance problems.
• 11. Communicate with your boss.

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4.7 Mentoring

• Mentor provides support, training

and guidance. He is an essential aid to staff development. Mentoring includes coaching, facilitating, counseling and networking.

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.8 Objectives of Mentoring

• Mentoring involves
• 1. Establishing a relationship of trust.
• 2. Modeling behavioral norms for the young persons.
• 3. Listening to the personal & job concerns of the

young.

• 4. Helping search alternative solutions.
• 5. Sharing own relevant experiences.
• 6. Responding to his emotional needs.
• 7. Developing long-lasting personal and informal

relationship

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4.8 Objectives of Mentoring (cont)

• Levinson’s concept of a mentor includes being a

teacher, sponsor, counselor, developer of skills and intellect, host, guide, exemplar, and most importantly supporter and facilitator in the realization of the vision a young person has about the kind of life he wants as an adult.

• During dependence phase admiration for the

mentor is followed by identification with him, followed by approval.

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.9 Distinction between coaching and mentoring:

• Coaching (the how)
• 1. specific development /

education.

• 2. Short term
• 3. Development in attitude,

behavior, presentation

• 4. Direction
• 5. Help to achieve goal
• 6. Coach need not be an

expert.

• 7. Coaching is training new.
• 8. Address specific issues.

.

• 9. More frequent.
• Mentoring (the why)
• 1. Holistic
• 2. Long term
• 3. Larger development in

broader way of thinking 4 Guidance

• 5. How things work around

here.

• 6. Focus on relation &

alignment, Organisation development, business performance

• 7. Mentoring is training

improvement.

• 8. Address broader issues
• 9. Less frequent.

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.10 Counseling:

• It is constructive listening. Purposes of

counseling are:

• 1. making clear the areas and standards of

performance.

• 2. Giving clear picture to employee of how he is

doing, his strengths and weaknesses.

• 3. Discuss plans for improvement.
• 4. Build strong, personal relationships.
• 5. Eliminating or reducing anxiety, tension and

uncertainty.

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.10 Counseling:

• Shortcomings of counseling:
• 1. person being counseled reacts

badly.

• 2. Reveals complimentary contents of

his counseling.

• 3. Executives don’t have time.
• 4. Lower level executives not skillful

enough.

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4.10 Counseling:

Steps in appraising & counseling:

• 1. Schedule periodic appraisals.
• 2. Establish PA standards.
• 3. Prepare for appraisal and counseling session.
• 4. Make appraisal session cooperative.
• 5. Establish and maintain rapport.
• 6. Jointly explore alternative solutions.
• 7. Help subordinates to come to self-determined

solutions.

• 8. Terminate the session gracefully.
• 9. Complete records of the session and decisions for

future reference.

• 10. Carry out decisions and actions.
• 11. Follow up and evaluate.

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4.11 Effective counseling:

• Effective counseling Aims at-
• 1. Bring about constructive change in

subordinates behavior.

• 2. Locating root cause of subordinate’s

problems.

• 3. Reducing frustration by allowing subordinate

to express his attitude about job.

• 4. Stimulating problem solving to solutions and

achieve excellence in performance.

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4.12 Counseling guidelines:

• 1. Avoid making subordinates’ decisions.
• 2. Never attack a person’s defense.
• 3. Postpone action when necessary.
• 4. Be an active listener.
• 5. Try not to criticize.
• 6. Try to counsel often.
• 7. Use critical incidents.
• 8. Agree on standard of improvements.
• 9. Get your subordinates to talk. Change control-
• riented confidential report to a development-
• riented system, change culture.

CHAPTER IV PERFORMANCE COACHING, MENTORING & COUNSELLING

4.12 Counseling guidelines:

• Counseling involves:

1.Helping employee realize his potential as a manager.

• 2. Help understand himself.
• 3. Provide opportunity to anlyse own

behavior & dynamics of such behavior.

• 4. Help in better understand environment.

….cont

CHAPTER IV PERFORMANCE COACHING , MENTORING & COUNSELING

4.12 COUNSELING GUIDELINES

Counseling involves (cont)

• 5. Increase his personal and inter-personal

effectiveness through feedback.

• 6. Encourage goal setting for further

improvement.

• 7. Encourage generating alternatives for

problems & action plans. 8. Help review his progress in non-threatening way.

• 9. Provide empathic atmosphere to share &

discuss tensions, conflicts, concerns and problems.

PERFORMANCE APPRAOISAL SYSTEM

• CHAPTER IV
• PERFORMANCE COACHING , MENTORING

& COUNSELING

END OF CHAPTER IV