I. Before The Coaching Session
A. Step One: Define expectations for the job.
• Is there a job description?
• Have expectations of good performance been communicated? How? When?
• Are you confident that the employee knows what is expected?
B. Step Two: Observe performance. Have you conferred with other managers or operations personnel with whom this person is likely to work? Do you have specific behaviors to support the ratings and agrees on the appraisal form?
C. Step Three: Review goals established from previous coaching sessions, if applicable. Were the goals achieved? Were goals not achieved? Are there any developmental areas established in the last review? Remember that the coaching process is ongoing; performance is reviewed daily, weekly, quarterly. There should be no surprises during the review. One should not save all the problems occurring in the previous 12 months and unload them during the coaching session. It is hoped that most problems are addressed when they occur.
D. Step Four: Allow the employee to prepare a self-appraisal. Meet with the employee one or two weeks prior to the coaching session. The following communication is suggested:
“Ganesh, we have scheduled your coaching session for next week. I would like you to complete an appraisal of how you see your performance as it relates to the skill areas on the form. I’d also like you to identify skill areas that you feel identify your major strengths plus any skill areas where you feel additional development may be necessary. Be prepared to discuss the progress in previous goals or developmental areas established in our last review. Finally, identify at least two goals for the coming 12-month period. We will also be talking about your career development. Please complete the form I will provide. Our goal is to compare our forms so that I can objectively discuss your performance.” (Ensure form is understood and how skill ratings are evaluated—clear up perceptions from the beginning).
II. Opening The Appraisal Meeting
A. Step Five: The following verbal and nonverbal skills are important when setting the proper climate factors for the evaluation.
1. The goal of the coaching session is to maintain a relaxed mood so that proper communication and trust will occur. This relaxed mood is related to how you present your communication in both the verbal and nonverbal sense. It is important to realize that this is not a “military inquisition.” You are conducting a business meeting to provide feedback to your employee on job performance. Above all, be yourself.
2. The following nonverbals are important:
a. Eye Contact. Look directly at the employee when speaking; nod your head; smile when appropriate; display interest.
b. Nearness. Sit at a close, comfortable distance. Avoid sitting behind large desks.
c. Posture. Sit straight; be attentive; maintain a symmetrical posture with employee.
3. The following verbals are important:
a. Small Talk. “Break the ice” initially; talk about family, a recent happening. Each employee is different; use whatever approach will build rapport and reduce nervousness. Some employees prefer a direct “strictly business approach.”
b. Prods. Acknowledge listening. “Uh huh…I see…Hmmm…Go on…Tell me more about that.” Use open-ended questions like why, how, when, where; get employee to talk.
c. Speak Positively. Compliment; show appreciation; acknowledge where appropriate.
III. The Coaching Session Begins
A. Step Six: State purpose and objectives of the appraisal.
1. The primary purpose of a coaching session is four-fold:
• Provide feedback on performance
• Increase job satisfaction and productivity
• Help strengthen the employee’s skill areas
• Develop a career plan
The following open communication is suggested:
“Gnesh, we have both had an opportunity to complete our appraisal forms.”
“The best way to conduct this meeting is to have you present your self-appraisal first by reviewing each skill area one at a time. Once you have done this, I would like you to identify the skill areas you feel may need additional development. While you are doing this, I will be listening and recording some notes. Where appropriate, I may ask you question to clarify your responses.”
“After you present your assessment, I will present my assessment of the skill areas. We will address the skill areas where we have agreement first, followed by the skill rating where we differ. We will openly discuss these areas in an effort to reach consensus.”
“Finally, We will review previous accomplishments/goals established during the last review. We will then set the necessary goals to strengthen any developmental areas. Do you have any questions, Mary? (Allow time for response). Okay, let’s proceed…”
Note: You will find this approach to be quite effective. There is a higher level of commitment when the employee is allowed to participate. They will generally identify developmental areas first and tend to underrate their skills.
B. Step Seven: Techniques for presenting information
The following techniques may prove helpful in presenting information during the performance appraisal. You may reference the attachment entitled “Cause and Effect Relations in Three Types of Appraisal Interviews.” (C.O.R.E. Corp., 1987)
At this point of the appraisal, the employee has presented his or her assessment. There will be areas of agreement and (perhaps) disagreement. The areas of agreement are easy; the challenge comes in communicating areas of disagreement in such a way that the employee will accept your recommendations. The following approaches, or combinations thereof, may be helpful:
1. The Tell-and-Sell Technique. This is used to persuade an employee to improve. This may be used nicely in skill areas where both parties have agreement. The employee is aware of developmental areas and wishes to correct them. You provide evidence and counsel on how the employee can change behavior for the better.
2. The Tell-and Listen Technique. The employee is defensive and may disagree with an aspect of the evaluation. Use listening rather than selling skills. People will change if defensive feelings are released. Make a statement to the employee about the behavior; allow employee to comment; ask probing questions; summarize feelings. Once both parties understand each other, then agree on a way to correct.
3. The Problem Solving Technique. A helper of sorts. The employee does not recognize a problem in behavior or asks for your assistance in correcting. You will jointly analyze the problem together; probe for reasons; ask questions; make and ask for suggestions. Essentially, you jointly solve the problems together and develop an action plan to correct it.
Note: These techniques may work in tandem; that is, a tell-and-listen technique may work into problem solving. Or, a tell-and-listen may work into a tell-and-sell if there is no agreement. It all depends. (See attachment 3)
D. Step Eight: Discuss Career Development Goals
This is perhaps the most important part of the coaching session. It is time to focus on the person and their career needs and aspirations. Before you move to pure goal setting, ask these questions of the employee.
How can I improve my effectiveness of a supervisor in helping you be successful in the job?
How would you describe success in your current role?
What part of your job do you enjoy most and why?
What part of your job are your struggling with the most and why?
What skills, knowledge or abilities do we need to strengthen?
Looking down the road, let’s say three years or so, what do you think would be the perfect role for you? Why?
Given you stated desires and growth objectives, what steps can we take today and what resources can we provide to you to your personal and professional objectives with the company?
How do you suggest we approach this process from here? Let me suggest you capture these ideas we just discussed and let’s establish a personal development plan for you moving forward.
It is important to close the interview on a positive note. Set the date for the next review and set up a monitoring system for goal achievement. Advise the employee that you will be transferring information to a new form, and they will be allowed to offer comments.
C. Step Nine: Set goals and develop action plan
You have now reviewed the forms, discussed ratings, agreed on some initial action and hopefully engaged in some career discussions. Once you have reviewed each skill area and reached some form of consensus, you are ready to establish developmental goals. Do not be disappointed if the employee does not agree with your recommendations despite all of these wonderful strategies. You may have to change the focus and simply provide direction on what you expect. Try and turn things into a positive format by demonstrating your sincere willingness to help them strengthen any developmental areas. (See constructive Conversation Catalysts in attachment 1).
1. Allow the employee to discuss the goals they had set prior to the evaluation. Have the employee explain:
• What is their goal (in specific terms)?
• How can it be achieved?
• When do they expect to achieve it?
• Why it is important to their continued success?
2. Once the employee identifies the goals (some may not), then proceed with an explanation of your goals. Avoid directive phrases such as “you will.” Use phrases like “I would like,” “How do you feel about?” “What is your best estimate, Mary, on when we can achieve this?” If they agree, terrific. If not, present your goals. (Refer to attachment 2 entitled “Checklist for Setting Good Objectives.” All goals should satisfy the four-step criteria established above, see attachment 5).
E. Step Ten: Set date for next review and Deliver what you promise
Monitor performance regularly to ensure goals are achieved. Don’t wait until next year. Performance is evaluated daily. It has been said that feedback is the breakfast of champions!
