1. Developing for Excellence Coaching, Performance and Talent Management

2. Techniques for Retaining Employees For more than 50 years researchers have studied the factors that satisfy, motivate, or engage their talented workers, their findings: Exciting, challenging work Career growth, learning, and development Great people Fair pay and benefits Good boss —Kaye & Jordon-Evans, 1999

3. Keeping the Good Ones – Questions  Did Marvin have a connection with his employees? Why/Why not?  Why did the team feel connected to Grace?  Besides more training, what did Tony need?  How did Marvin finally discover what each team member needed?  What did each key employee need in order to stay?  What was the hardest thing for Marvin?

4. Q12

5. Vital Friends – Creating Relationships That Matter By Tom Rath

6. The Eight Vital Roles  Builder  Champion  Collaborator  Companion  Connector  Energizer  Mind Opener  Navigator

7. Vital Friends – Creating Relationships That Matter By Tom Rath

8. Coaching  Context  Trusting Relationship  Style and Motivation  Explicitly Stated Goals  Communication Skills Coaching is an integrated set of actions aimed at boosting another’s performance so that the person being coached reaches his or her full potential, or even redefines their view of their own potential. Coaching requires: —Karre, 2003

9. Coaching Cycle Effective coaches understand and use the following Coaching Cycle in the process of coaching. Each of the six steps in the coaching cycle is critical to success in individual, group, or peer coaching. Avoiding or omitting any one of the steps in the process may limit the success of the coaching experience. Develop rapport Agree to explicit goals Provide learning based on needs and goals Optimize opportunities for observations Provide constructive and considered feedback Reaffirm, revise, and set new goals —Karre, 2003

10. Ten Tips for Coaching Success 1.Delegate 2.Give performance feedback 3.Motivate employee performance 4.Mentor employee growth 5.Focus employee performance 6.Set meaningful goals 7.Assess employee performance 8.Aid career development 9.Deliver training 10.Reinforce good performance —Brounstein, 2000

11. Coaching Sessions – GROW The coach and the learner need to schedule in-depth coaching sessions to ensure a relevant focus and clear outcomes. These coaching session need to be scheduled to allow for at least 30 minutes to an hour of uninterrupted time. Use the following four-step agenda that covers G oals, R eality, O ptions, and W rap-up. Goals Reality Options Wrap-up —Karre, 2003

12. Coaching Feedback – AID Be mindful of distinctions in giving feedback and use the following three-part approach to providing useful feedback. It is particularly effective if the three points can be elicited using the “ask” mode, (“Which parts of your class worked best? Which parts worked least well? What was the impact of this? What could you do differently next time?” The coach is specific in relaying the A ctions that the learner took. The coach highlights the I mpact and/or implications. The coach suggests a D esired outcome. When delivering positive feedback and praise, effective coaches use the first two steps of this approach. By specifically highlighting the Action and the Impact, the learner can more fully understand why he or she has “done a good job” and integrate the behavior into daily practice. —Karre, 2003

13. Pitfalls  Supervisors have difficulty writing useful and objective appraisal reports  Supervisors are reluctant to criticize a subordinate’s work and put it in writing  Actual appraisal systems are viewed as biased, unfair, and basically don’t work  Performance Appraisals cause stress for both the evaluator and the person being evaluated

14. Purpose of Performance Appraisals Purpose Help employees see areas of strengths and areas of improvement Professional Development Performance Appraisal Summative Evaluation (pay/promotion) Formative Evaluation (job performance) —Lamb, 1999

15. Giving and Receiving Feedback Feedback is one of the coach’s most important techniques. Regular constructive and considered comments are critical to coaching success. Feedback is essential for the learner to get the most from the experience. In giving feedback, be honest but sensitive. Give considered and constructive feedback. Always try to point to improvements. Be mindful of the following distinctions: Positive/Negative feedback Considered/Critical feedback Message-focused/Person-focused feedback Immediate/Delayed feedback High-monitoring/Low-monitoring feedback Supportive/Evaluative feedback Strengths/Deficit Feedback —Karre, 2003

16. Writing and Reflection