Coaching, Giving Feedback and Performance Management Boot Camp for Audit, Risk and Finance Managers
An Outline
NOTE: This two-four day course is performance management at the individual level. Contact us if interested in performance management and measurement at the group and organizational levels as well.
Overview
Introduction: Performance management, goal setting, and coaching's proven connection to increasing individual performance. The information presented will include an overview of the agenda, including:
- Introduction to Performance Management from the Three P's perspective (Philosophy, Paradigm, Practice): Why management leaders need to be able to understand people and performance in order to manage and coach effectively.
- Develop measurable goals following SMART and other performance systems
- Tying measurable goals to cost-savings/income, to tangibles and intangibles, to direct and indirect costs/savings
- Setting up a performance management system at the organizational, departmental and individual levels and using coaching skills to follow-up informally and formally throughout fiscal year
- Potential risks management must guard against
Performance Leadership: Before You Start Managing Individual Performance
- The following are the optimal activities the leader would have done, or learned how to do, before developing individual goals with direct reports. However, these activities do not all have to be in place before performance management, goal setting and coaching skills are taught. They serve mainly to give the larger picture from which the best individual goals are created.
- Using the organization's vision, mission, key strategic plan and business objectives as a starting point
- Has gathered information from customers or others within the organization to ascertain the type of customer relationship that currently exists between her direct report(s) and the customer, and is clear about the strengths and weaknesses of that relationship
- Has gathered information from vendors or others within the organization to ascertain the type of relationship that currently exists between her direct report(s) and the vendor, and is clear about the strengths and weaknesses of that relationship
- Has created with his direct report(s) and communicated to all his associates and partners the vision for his particular function or workgroup
- Has created and communicated to his or her direct report(s) departmental and/or organizational Critical Success Factors (CSFs) and management projects relevant to his or her own group
- Has determined whether or not to have direct report(s) goals and performance also tied to departmental CSFs
- Has communicated any departmental/workgroup vision, CSFs and group goals to necessary parties in other areas of organization that his or her direct report(s) have direct contact with.
The Performance Management System: The step-by-step Process for Managing Performance and Coaching Effectively
- Formal PMS: How often are you going to formally discuss and measure performance with employees.
- Setting up or modifying the organization's performance appraisal process to make it work for your department or group
- How to do the performance appraisal process so it really works
- Preparation: yours and theirs
- How to give the feedback- constructive and positive
- How to set up the goals and action plans with the direct report for developing strengths and minimizing challenge areas
- How to coach (formal coaching: details below)
- Setting up interim and ongoing feedback (informal coaching)
Coaching and Giving Feedback: Set Up and Styles
- Short Intro to Feedback and Coaching, and Their Proven Impact on Increasing Productivity and reaching Goals
- Setting up the feedback and basic coaching process
- Determining when and where to give feedback, i.e., environmental conditions, basic do's and don'ts such as conducting the feedback meeting in private.
- Determining the frequency of feedback, formal and informal
- How to carry out the coaching session and use your time wisely
- Including personal development: what a manager can do
- Tying your leadership and communication style (see Course One on general leadership development) to your preferred coaching style:
- Educator, Motivator, Collaborator, or Delegator.
- Learning Styles: Increasing understanding and behavioral change exponentially in yourself and your direct reports.
- The three learning styles (completely different from leadership or coaching styles)
- How to use them properly in coaching and communication with employees (and anyone else!)
- Increasing rapport and building collaborative relationships with learning styles
You should be prepared to use any or all of these roles during your coaching tenure.
Three approaches for giving feedback and coaching, depending on the situation (and time!), and when to use each one
Approach #1: Coaching the Employee on New Skills: How to:
- Prepare the person what needs to be learned
- Demonstrated what is needed by describing or modeling
- Creating a positive atmosphere for learning, application and trial and error
- Having the person perform the task(s) being learned
- Follow-up
Approach #2: The Process of Coaching When Performance is An Issue
Coaching on performance issues should start with a performance appraisal process and assessment. Below are some components of the feedback process taught:
- Opening the feedback meeting,
- Gathering employee's feedback on how they feel they are doing and/or reviewing the individual's assessment form(s) mutually filled out beforehand
- Attending, questioning and reflective feedback listening skills used to ascertain successes and pinpoint challenge areas (as determined by how well they are reaching performance targets or overall target of the "three times threshold")
- Giving the feedback, good and bad
- Collaborative skills to overcome and manage conflicts
- Management ownership of challenge areas (i.e., manager may not be providing proper resources for employee to meet targets)
- Using creative brainstorming, flowcharts and other tools to motivate the associate to think "outside the box" and increase ownership to problem areas.
- Using appeals to the team and personal vision of the employee (influencing skills- see Course One) to inspire them to achieve more and to stay motivated when the going gets rough.
- Clarify expectations as needed and develop action plans. If this is the second time or more that the same problems are occurring, stating consequences and following legal procedures in the organization may be necessary.
- The leader and person being coached will set up support agreements with each other to maximize success (see Course Two on Developing Leadership Teams). For example,, the manager may need to take actions to help this individual, i.e., getting more resources for her; signing off on additional training needed, helping him meet others in the organization that can help, and so forth.
- Make a written summary (document), based on "e -i" and give associate a copy. Set up future meetings, and work off the documents.
- Knowing when and how to manage an employee out of the organization
NOTE: There are informal coaching procedures, too, which are also discussed.
Approach #3 key communication model: Desi and Dee
· The DESI Model, used when manager is unhappy with employee performance and wants to communicate this formally during an evaluation or any time informally (a conflict management tool)
· The DEE Model, used to give someone a compliment when they perform well, either formally during an evaluation or any time informally
Practice, practice and more practice throughout the course.
The attendees will have a chance to practice setting up goals, making them measurable, filling out coaching worksheets to determine what areas need skills development and what kind of coaching process to use. They will also practice giving constructive feedback and setting up action plans with direct report(s). The course is highly interactive with practice throughout.
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Lessons learned, next steps, and follow-up assistance that may be needed.
