Transcript Code of Corporate Competitive Advantage Practices (CCAP

“Coaching for Performance”
Siam Cement Industry Co., Ltd.
7/18/2015
Performance Management
“Being good isn’t enough anymore.
We must be better.”
R.E.Heckert, Chairman, E.I. duPont
“If you don’t know where you are
going, you will probably end up
someplace else.”
David P. Campbell
The Importance of Performance
Effective organizations get the right
things done
 Quality is important
 Do it right the first time
 If it ain’t broke, make it better
 Delight the customers by exceeding their
expectations

Manager’s Role
Getting things done through and with
other people
 Hire the right person for the job
 Clarify expectations: set helpful goals &
standards
 Observe, track, and monitor the
employee’s performance

Manager’s Role
Provide encouragement and supportive
feedback to help the employee sustain
good performance
 Provide ongoing feedback and coaching
to help the employee develop
 Prepare for and conduct successful
performance appraisals

Manager’s Role
Respond to discipline problems directly
and consistently
 When necessary, conduct termination
meetings professionally

The Road to High Performance
Performance Planning
 Performance Calibration
 Performance Review & Appraisal

Performance Management Process
Performance Appraisal Form: The scorecard
used to keep track of how well
performance is being managed.
 Scheduled stops
 Re-read the road map
 Feedback
 Coaching
 Track and evaluate performance
Effective Performance Planning
Areas of responsibility
 Minimum levels of performance
(standard)
 Areas of accomplishment (goal)
 Tracking and measurement
 Values and competencies (behaviors)
 Coaching and contracting

Performance Calibration
State the purpose of the meeting and
highlight what will be discussed
 Ask the employee to discuss his/her own
performance
 Share your perception of the employee’s
performance
 Jointly review current objectives
 Develop an action plan

Communication
“I know you understand what you think
you heard. But I am not sure that you
realize that what you heard wasn’t
what I meant”
Woody Allen
Communication Process

Face-to-face communication
– Content: words
– Paraverbal: our way of speaking
– Nonverbal: our body language

Impact of communication
– 54% for body language
– 39% for tone
– 7% for content
Performance Communication
Informing: presenting facts, data,
opinions or other information
 Inquiring: investigating and exploring
through questioning, attending, and
listening
 Resolving: an exchange of information to
solve some common problem/concern or
to resolve some difference that exists

Communication Skills
Basic Performance Communication Skills:
 Climate builders
 Focusing skills
 Feedback skills
 Listening tactics
Definition of “Coaching”
“The process used by managers to
empower individual employees to put
forth their best efforts.”
Info-Line, June 1990
Characteristics of Coach
Teachers
 Learners
 Communicators
 Role Models

Responsible
 Honest
 Detailed
 Supportive
 Forgiving

Benefits of Coaching
C: complete quality work, creativity from
employees
 O: operate as individual or as a tem
member
 A: accountable for work, accept new
challenges
 C: competency levels higher, cooperative,
collaborative
 H: hear, help

Effective Listening

Attention
– Posture, facial expressions, eyes, sounds

Understanding
– Paraphrasing, reflecting, questions,
acknowledging emotion
Feedback

Feedback is the breakfast of champions
(Ken Blanchard & Spencer Johnson, 1982)
Effective coaches provide regular
feedback to the people with whom they
work: both positive and corrective
feedback
 80/20 Rule of Feedback

Positive Feedback
Recognition and appreciation strengthen
performance
 No news is good news
Key:
 Behavior: what is valuable
 Effect: why is important and how
 Thank you: give appreciation

Corrective Feedback
Eliminate the behavior, but keep the
employee to perform better
Key:
 Behavior: what is unacceptable
 Effect: why and how it hurts
 Expectation: what to change
 Result: the consequences of behavior

Coaching Model
Get agreement that a problem exists
 Decide on a solution
 Follow-up
 Give recognition when the problem is
solved

Successful Coaches
Develop the player
 Win the game

Writing Performance Appraisal

Step 1: Collect the right information
– Job description
– Standards
– Goals/objectives
– Expectations
Writing Performance Appraisal

Step 2: Consider the employee’s level of
performance
– No surprise
– Cover the entire performance period
– Describe patterns of behavior
– Record high-impact behaviors
• Quantifiable/objective data
• Illustrations/examples
Writing Performance Appraisal

Step 3: Write a draft
– Move from the general to the specific
– Highlight the best evidence
– Use the rules of good feedback
– Provide enough detail to allow the
document to speak for itself
Performance Appraisal Data
From Fortune 100 Companies (list by order
of importance:
 Improving work performance
 Administering merit pay
 Advising employees of work expectations
 Counseling
 Making promotion decisions
Performance Appraisal Data
Motivating employees
 Assessing employee potential
 Identifying training needs
 Better working relationships
 Helping employees set career goals
 Assigning work more efficiently
 Making transfer decisions

(Cont’)
Performance Appraisal Data
Making decisions about layoffs and
terminations
 Assisting in long-range planning
 Validating hiring decisions
 Justifying other managerial actions

(Cont’)
Coaching and Performance
“You cannot teach people anything.
You can only help them to discover it
within themselves.”
Galileo