1. Coaching
The process of giving motivational feedback to maintain
and improve performance
(Lussier & Achua, 2015.)

2. Coaching Guidelines
 Develop a supportive
working relationship
 Give praise and recognition
 Avoid blame and
embarrassment
 Focus on the behavior,
NOT the person
 Have employees assess
their own performance
 Give specific and
descriptive feedback
 Give coaching feedback
 Provide modeling and
training
 Make feedback timely, but
flexible
 Don’t criticize

3. Develop a supportive working
relationship
 Convey concern for the individuals and your commitment to
coaching them to success
 Ask periodically if there is anything we can do to help them
do a better job
 Remove stumbling blocks for the employee to improve their
performance and that of the organization as well.

4. Give praise and recognition
 Giving praise model:
 Tell the employee exactly what was done correctly
 Tell the employee why the behavior is important
 Stop for a moment of silence
 Encourage repeat performance
Lussier & Achua 2015

5. Avoid blame and embarrassment
 Do not focus on placing blame or belittling someone.
 Effective leaders treat mistakes as learning experiences.
 During this process employees can stop listening, so be sure to
focus on the action, not the person.

6. Focus on the behavior, NOT the
person
 Coaching by focusing on
changing behavior:
 I’d like to see what some
other members ideas are
 This is the 6th time you have
been late for briefing, we
need you hear at the start
so everyone can contribute
information.
 Coaching by focusing on
the person:
 You talk to much in
debriefing give someone
else a change to talk
 You are always late for
everything
 Why does it always take
you forever to turn a report
in

7. Criticism Self- evaluation
Have employees assess their own
performance
 You haven’t been working
up to par lately- get on the
ball
 Do you always need help
doing something
 If you don’t know what your
doing, don’t do it
 Hot would you assess your
performance over the last
few months
 How are things
progressing, is there
anything I can do to help.
 Are there any skills that you
would like to work on
improving

8. Specific feedback Descriptive feedback
Give specific and descriptive
feedback
Giving descriptive and specific feedback avoids confusion on what behavior
needs to change
 Avoid confusion over a
particular behavior that
needs improvement
 Should be based on facts
or inferences
 Facts can be proven
 Inferences cannot

9. Give coaching feedback
Criticism vs. Feedback
 The supervisor saw you pick up a box wrong
C-you just picked up the box wrong. Don’t let me catch you
again
F-If you don’t want to injure your back, use your legs-not your
back.
C- you just wasted a whole day, you need to be organized
better
F- Next week we can create plan, so that you have a blueprint
laid out for the week.

10. Provide modeling and training
“A good leader leads by example”
 If the employee sees you doing things in an effective manner,
they tend to copy that.
 Encourage positional growth
 Match interest with goals and remove roadblocks
 Introduce extra learning and training opportunities

11. Make feedback timely, but flexible
 Soon as possible after the behavior has been observed.
 Waiting takes the impact out of the feedback
 When you don’t have time, set a time
 Never let emotions take over

12. Criticism: once we tell people they are wrong or made a
mistake, directly or indirectly four things usually happen
1. They become defensive and justify their behavior or blame
it on something or someone
2. They don’t really listen to so-called constructive feedback
3. They are embarrassed and feel bad about themselves-
view themselves as losers
4. They begin to dislike the task or job, as well as the critic

13. Performance Formula
 Performance formula explains performance as a function of
ability, motivation, and resources.
 When the employees ability is the reason for keeping
performance from being optimal, the corrective coaching action is
training
 When motivation is lacking, coach the employee. Discover what
motivates them
 When resources are the problem, look at getting the needed
resources

14. Improving Performance with the
Coaching Model
1. Describe current performance
2. Describe desired performance
3. Get a commitment to the change
4. Follow up
5. Document + and - feedback

15. Example 1
 Coaching Scenario #1: Jack is a server in an ice cream shop.
The employee knows that the tables should be cleaned up
quickly after customers leave so that new customers do not
have to sit at dirty tables. It is a busy night and the supervisor
finds dirty dishes on two of this employee’s occupied tables.
Meanwhile, Jack is socializing with some friends at one of
these tables. Because servers are supposed to be friendly,
the supervisor suspects Jack will probably use this as an
excuse for the dirty tables.

16. Quality of Supervision:
Questionnaire
 1. Do I engaged my staff in the planning process, such as
developing work methods and procedures for the job.
 2. Do I provide sufficient information on how well my staff
is performing.
 3. Do I ask my staff for opinions when a work-related
problem arises.
 4. Do I inform my staff of what my expectations are.
 5. Do the standards I use to evaluate my staff’s
performance fair and objective.

17. QUESTIONS????
Thank You for your time!