Seven Keys

Seven Keys for
Coaching Power:
An Application Handbook for
Leaders on the Front Line
Stella Louise Cowan
HRD Press, Inc. • Amherst • Massachusetts

Copyright © 2006, Stella Cowan
All rights reserved. It is a violation of the law to reproduce, store in a

retrieval system, or transmit, in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, any part of this
publication without the prior written permission of HRD Press, Inc.
Published by: HRD Press, Inc.

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ISBN: 0-87425-930-4
Production services by Anctil Virtual Office

Cover design by Eileen Klockars
Editorial services by Suzanne Bay and Sally Farnham
List of Tools......................................................................................... vii
Introduction ....................................................................................... 1
Why Coach?......................................................................................... 3
Situations That Call for Coaching ...................... 4
The Return on Investment of Coaching.............. 4
Why Leaders Sometimes
Stay Away from Coaching ............................... 6
Assessing Your Current
Coaching Level/Capacity ................................. 7
Self-Evaluation Instructions ............................... 8
So what’s your score?........................................... 12
When should you coach?...................................... 13
Coaching: A Multistep Process ........................... 14
Coaching Key #1: Stay Observant ................................................. 15

Performance Coaching ........................................ 15
Career-Development Coaching ........................... 23
iii
SEVEN KEYS FOR COACHING POWER
Coaching Key #2: Use Effective Tools and Methods.................. 27

Create a systematic tracking process ................. 28
Use organizational reports
in coaching/development ................................. 29
Track application of training
information, skills, and behaviors .................. 33
Use effective methods to
support and track career development ........... 36
Coaching Key #3: Call a One-on-One Meeting ............................ 39

Preparation and Pre-Planning:
Essential Elements.......................................... 39
Preparing for the
One-on-One Coaching Meeting ....................... 40
Two Sides of Human Interactions....................... 41
Coaching Key #4: Call Attention to

Performance Behaviors .............................. 49
Providing Feedback ............................................. 50
Providing Feedback: Practice.............................. 51
Use feedback to encourage
good performance............................................. 54
Use positive reinforcement.................................. 55
Coaching Key #5: Explain Improvement Expectations ............ 63

Improvement Expectations ................................. 64
Documenting and Preparing Thoroughly ........... 67
Documenting the Outcome of a
Coaching Session ............................................. 67
Informal Consequences ....................................... 68
iv
CONTENTS
Coaching Key #6: Support Commitment to

Development Actions .................................. 69
Six Essential Actions........................................... 69
Additional Ideas/Tips .......................................... 70
Coaching Key #7: Stay Connected................................................. 75

Plan to Stay Connected ....................................... 76
Implementation Planning ................................... 83
v
Why Coach?
Reasons for Coaching .......................................... 5
Common Reasons for Avoiding Coaching ........... 6
Coaching for Success Self-Evaluation Tool ........ 9
The Seven Keys for Coaching Power .................. 13
Work Situations That Might
Require Coaching............................................. 14
Coaching Key #1: Stay Observant

Checklist for Performance................................... 17
Worksheet: Is this a
performance coaching opportunity?................ 18
Performance Coaching Opportunities ................ 20
Performance Coaching Worksheet...................... 22
Career-Development Coaching ........................... 24
Career-Development Checklist ........................... 25
Coaching Key #2: Use Effective Tools and Methods

Employee Performance Monitoring Form .......... 29
Sample Performance
Incident-Tracking Tool .................................... 30
Sample Performance-Tracking Grid................... 31
Worksheet: Training Application Coaching ....... 34
Development-Support Ideas for Employees ....... 38
vii
Coaching Key #3: Call a One-on-One Meeting

Coaching Meeting Pre-Planning Resolutions..... 40
Coaching Discussion Planner.............................. 44
Meeting Debrief ................................................... 45
Coaching Action Plan .......................................... 47
Coaching Key #4: Call Attention to Performance Behaviors

Four Elements for Performance Feedback ......... 50
Suggested Feedback ............................................ 52
Performance Feedback Worksheet:
TIPE Model ...................................................... 53
Role Practice ........................................................ 56
Coaching One-on-One Meeting Planner ............. 58
Performance Feedback Worksheet:
TIPE Model ...................................................... 59
Role Practice: Evaluation .................................... 60
Self-Evaluation .................................................... 62
Coaching Key #5: Explain Improvement Expectations

Performance Improvement Plan Worksheet ...... 65
Coaching Key #6: Support Commitment to

Development Actions
Performance Support: Action Planner................ 72
Coaching Key #7: Stay Connected

Tips for Staying Connected ................................. 76
Role Practice ........................................................ 77
Coaching One-on-One Meeting Planner ............. 79
Role Practice: Evaluation .................................... 80
Self-Evaluation .................................................... 82
Determining Your Roadmap to Success ............. 83
Development Planning Form .............................. 84
viii
Welcome to Seven Keys for Coaching Power, a quick-focus book about
the power of coaching. Coaching is a valuable leadership tool that can
help your staff members improve their work performance.
So, let’s move on to the purpose of this book: to help you become a
“Hall of Fame” coaching success. Success is the key word here; it spells
out the steps in the coaching model introduced in the book and it is
what you will become if you make effective use of these tools and
techniques:
• Address staff performance improvement needs.
• Help employees apply new learning back on the job.
• Help employees implement their career plans.
1
To get us started, let’s explore why leaders need to be good coaches.
The information in this section will give you a clear idea of what
coaching is and what skills it requires. It will also help you identify
how effective you are as a coach. You will complete several inventories
to assess your coaching level or capacity.
Let’s start with square one: definitions. A leader is called upon to
provide performance coaching, but also to provide training-application
coaching and sometimes career coaching. Let’s look at three key
definitions:
• Performance Coaching:
Helping employees improve performance by bringing attention to
performance gaps, providing constructive feedback, tracking
actions to close the gap, and reinforcing positive performance.
• Training-Application Coaching:
Helping employees apply information learned in training
through positive reinforcement, modeling, demonstration, or
guided instruction.
• Career Coaching:
Working with employees to refine and implement their career
plans by actively supporting their participation in appropriate
development activities, and by willingly sharing time, advice,
knowledge, and experience.
3
Situations That Call for Coaching . . .

• Insufficient knowledge or understanding about job responsi-
bilities or performance expectations
• Uncertainty about how to apply information learned in training
• Inadequate or no tools to perform job responsibilities
• Insufficient information regarding job responsibilities
• Need for guidance or support to implement career plan
• Need for immediate counseling on performance gaps
The Return on Investment of Coaching

Let’s be honest. The majority of us need to know how we will benefit
personally before we modify our behavior. The same is true for making
the decision to ratchet up your coaching to full throttle.
Why should you improve your coaching skills? Read the statements
on the next page and think about whether or not you consider them to
be true.
4
WHY COACH?
Reasons for Coaching
Coaching . . .
1. Makes a leader’s job easier when employees build their skill levels.
2. Facilitates increased delegation so that a manager has more time to
truly manage
3. Enhances a manager’s or leader’s reputation as a developer of
their staff
4. Improves productivity when employees know what the department’s
goals are and how to accomplish them
5. Creates sharing of leadership responsibilities
6. Provides positive recognition and feedback, which increases staff
motivation and initiative
7. Increases the probability that tasks will be completed in a quality
way
8. Prevents surprise and defensiveness during performance reviews
9. Increases the innovation and creativity of your department, since
employees feel good about taking risks
10. Improves team cohesion as a result of increased clarity around goals
and roles (department and individual)
11. Increases a department’s overall skills and knowledge base when staff
members participate in targeted career-development activities
Coaching can do all of these things.
5
Why Leaders Sometimes Stay Away from Coaching

Are you inclined to avoid coaching? Well, you are not alone. There are
many reasons why leaders stay away from coaching. Fifteen of the
most common are listed on the next page. Check those that you feel
most accurately apply to you. Use the additional space provided to list
additional reasons why you avoid coaching.
Common Reasons for Avoiding Coaching
✔ I stay away from coaching because . . .
_____ 1. I don’t have time.

_____ 2. I fear failure.
_____ 3. I don’t want to frighten or overwhelm a new employee.
_____ 4. Coaching does not feel comfortable.
_____ 5. No one coached me; I don’t have a role model.
_____ 6. My staff is too large.
_____ 7. Everyone on my staff should be able to figure out how to do
things on their own.
_____ 8. I doubt that my staff will be open to coaching.
_____ 9. No one on my staff ever asks for help.
_____ 10. Everyone on my staff is motivated, and no one needs feedback.
_____ 11. Everyone’s performance is pretty close to acceptable.
_____ 12. I don’t want to make anyone on my staff defensive.
_____ 13. The work quality I expect is obvious; my staff should know
what to do.
_____ 14. I’m not interested in whether my staff is developed or not.
_____ 15. My staff does not need career development; the experience of
doing the job well is development enough.
6
WHY COACH?
Assessing Your Current Coaching Level/Capacity

Greater self-awareness is a key to any development process, and that’s
what you have been doing as you engaged in the last several activities.
The self-evaluation on pages 9–11 takes this process a step further. It
helps you identify your current ability to coach. You have to know
where you are before you can plot a path for improvement and move
forward.
Read each statement on the self-evaluation and rate yourself on the
following scale: 0 = To No Extent, 1 = To a Little Extent, 2 = To a
Moderate Extent, 3 = To a Great Extent, and 4 = To a Very Great
Extent. Be honest with yourself, and don’t worry about getting a high
or perfect score. Remember: The purpose of this book is to help you
understand your coaching style and to learn strategies and behaviors
that contribute to good coaching.
7
Self-Evaluation Instructions
8
WHY COACH?
Coaching for Success Self-Evaluation Tool

0 = To No Extent
1 = To a Little Extent 3 = To a Great Extent 0 1 2 3 4 Points
2 = To a Moderate Extent 4 = To a Very Great Extent
1. I am careful not to share information given in trust.
2. I do things to build employees’ self-esteem.
3. I am good at reassuring employees who are
insecure about performing a task.
4. I support employees’ efforts to take risks by
reviewing their mistakes with them in the spirit of
“lessons learned,” and encouraging them to take on
new/different tasks.
5. I balance empathy and directness in responding to
employees’ feelings about performance problems.
(“Andy, while I understand your frustration over
the pressure to learn several new procedures, I
can’t ignore your decline in performance.”)
6. I balance empathy and directness in responding to
employees’ feelings about a work-relationship
problem (“Eve, I can see you’re upset by what you
see as Bob’s resistance to your ideas. I might feel
the same way in your situation. However, your
feelings are showing, and they’re starting to affect
the work group.”)
7. I support employees’ efforts to figure out a solution
to a difficult assignment by explaining a process I
might use and removing roadblocks that are out of
their control.
8. I help employees figure out a solution for handling
competing priorities by explaining the process I use
and by reviewing the impact of each priority on the
department’s initiatives.
9. I give meetings with employees my complete
attention, and avoid responding to distractions.
(continued)
9
Coaching for Success Self-Evaluation Tool (continued)

0 = To No Extent
10. I help employees feel secure about their ability
to solve problems by providing positive
reinforcement and demonstrating how things might
be done.
11. I take into account employees’ abilities and skills
when assigning projects.
12. I support employees’ efforts to apply to their job the
information learned in training.
13. I provide employees with information about their
performance on a consistent basis.
14. I pay attention to employees’ behaviors
that suggest that they are questioning their ability
to handle a particular assignment (e.g., hesitation,
procrastination, missed deadlines,
passive/submissive body language,
a direct statement, etc.).
15. I provide employees with prompt performance
feedback.
16. I provide employees with targeted and specific
performance feedback.
17. I give employees balanced performance feedback
(what the employee needs to improve and what the
employee did well).
18. I make sure that employees clearly understand
what’s expected of them when I give them an
assignment or project (the purpose of the
assignment, the deadline, and the anticipated
outcomes or deliverables, constraints, etc.).
19. I provide employees with key information and tools
they can use to achieve the outcomes or
deliverables of an assignment.
(continued)
10
WHY COACH?
Coaching for Success Self-Evaluation Tool (concluded)

0 = To No Extent
20. I encourage and challenge employees to set
“stretch” goals (to learn a new task, take on a new
project, cross-train for a different job, increase
quality numbers, etc.).
21. I actively support employees’ efforts to reach
“stretch” goals by meeting with them periodically to
review progress and providing resources to support
success.
22. I use the organizational tools available to me to
track or monitor employees’ performance.
23. I continue to check in regularly or semi-regularly
with employees whom I have counseled regarding
performance.
24. I make sure employees understand any
consequences related to continued poor
performance.
25. I work with employees to develop and implement a
plan for improving performance.
Total Points
11
So what’s your score?

See where your skill level falls on the four-quadrant grid below.
Rookie (Score 0–75) All Star (Score 86–95)

You have potential. You’re possibly aware of You’re hitting your stride and are
performance gaps within your staff but approaching Hall of Fame status. You have
haven’t looked at those gaps as coaching the talent to recognize coaching needs and
opportunities. With practice, you’ll be ready apply the right strategy. You practically
for the pros. throw a pass every time you identify a
coaching need or engage in coaching.
Ready for the Pros (Score 76–85) Hall of Fame (Score 96–100)
You have potential to be a coaching All Star. You’re a role model for other leader
You’re probably aware of coaching needs coaches. You’re quick on your feet when
among your staff, and to some degree trans- faced with performance behaviors or
late those needs into coaching opportunities. attitudes that signal a coaching need. You
know how to draw on and use organiza-
tional resources in addressing coaching
issues. You’re skilled at tracking perform-
ance after initial feedback sessions, and
intervening as appropriate.
12
WHY COACH?
When should you coach?

Knowing when and how to coach is a key skill that is essential if you
are to become a good coach. To master these two things, you need to
know and apply the seven keys for coaching power.
The Seven Keys for Coaching Power
Key #1: Stay observant of your staff so that you can identify
coaching needs as soon as possible.
Key #2: Use effective tools and methods to track performance.
Key #3: Conduct a one-on-one meeting promptly to:
• Address poor performance
• Support on-the-job application of concepts learned in
training
• Support refining and implementing an employee’s career
plan
Key #4: Call attention to:
• Poor performance behaviors or actions through targeted,
incident-based feedback
• Problems with on-the-job application of training. Use
esteem-building, guided instruction, and demonstration/
modeling.
Key #5 Explain any discipline steps or consequences that might
result if the performance or behavior is not improved or
changed to satisfaction.
Key #6: Help employees take development action or implement
formal performance improvement plans.
Key #7: Stay connected by following up on progress and providing
additional feedback.
13
Coaching: A Multistep Process

As you can see, good coaching is a multistep process. It is also practical
and straightforward. Each of the steps in the process will be discussed
in detail in the next several chapters of this book. Use the tips,
worksheets, tools, and job aids included in each section to help you
apply the seven keys for coaching power. Use the checklist below to
determine coaching situations you’ve been in.
Work Situations That Might Require Coaching

Directions: Check any of these situations that you have been personally involved in.
Training and orientation of a new employee
Instructing an employee in a new job skill
Explaining the department’s work requirements or standards
Giving on-the-job support after a training session
Explaining a change in a job process/procedure
Helping an employee prepare for more complex/challenging assignments
Explaining a change in the department’s goals, initiatives, or vision
Cross-training an employee for other jobs in the department
Helping an employee prepare to implement his/her career plan
Helping an employee assess his/her assignment load and set priorities
Communicating to an employee that his/her performance is poor or marginal
Conducting a formal or informal performance review
Helping an employee adjust to a new job role/experience
Giving an employee correction related to a simple performance situation
Giving feedback or input to an employee who wants to become a top performer
14
Performance Coaching
If an employee approaches you with a specific problem, wonderful!
Your role as a leader has just been simplified. However, what about
those employees who never approach you, even though you make
it clear that you have an open-door policy? You may have to take
the initiative, observing and responding to signals that indicate
performance difficulties as you see them.
Signals that indicate performance difficulties:
• Not meeting work standards
• Missed deadlines
• Poor organization
• Looking to others for direction
• Frequent absences
• Frequent tardiness
• Missed appointments
• Little or limited progress on assignments
• Customer complaints
• Absence from the work station for long periods of time
• Avoiding difficult projects or assignments
15
Attitudinal signals that indicate performance difficulties:

• Voice tone (weak, low)
• Speech pattern (hesitation, slow)
• Body language (closed)
• Facial expression (uncertainty, confusion)
• Engagement (lack of engagement, low energy, low enthusiasm,
limited involvement with others)
Thinking through a potential coaching situation is essential if you

want to be a highly effective coach. With that in mind, use the
checklist on the next page to pinpoint environment factors related to
the coaching need. Thinking through the situation and using the
checklist to diagnose the need will help you select the right coaching
tactics. Use the questions to evaluate actions you’ve taken in response
to an ongoing coaching opportunity.
16
COACHING KEY #1: STAY OBSERVANT
Checklist for Performance
Yes No
1. Does the employee know what is expected of him/her? (specific
performance quality and productivity standards)
2. Does the employee have the tools needed to perform the job? (computer
headset, note-paper, special software, etc.)
3. Does the employee have the knowledge needed to do the task?
(understanding how to use a telephone console, knowing good
telephone etiquette, etc.)
4. Does the employee have the information needed to do the task?
(reports, directories, telephone numbers, policies, etc.)
5. Does the employee know the consequences of continued ineffective
performance?
6. Has the employee received quality feedback on his/her ineffective
performance?
7. Has the employee received proper training in how to perform the task
effectively?
8. Are the standards for the task realistic and attainable? (total talk
time per call, number of calls completed per hour, etc.)
9. Are the expected deliverables for the project realistic and obtainable?
(completed report, implementation of a new process, etc.)
10. Are there roadblocks to effective performance that are out of the
employee’s sphere of control that affect performance? (i.e., an
uncooperative person in another department who must provide key
information, debilitating illness, etc.)
11. Have I given the employee positive reinforcement for performance
improvement?
12. Have I worked with the employee to develop a plan for performance
improvement?
13. Does the employee know how to use information or skills learned in
training on the job?
14. Does the employee know how to use tools on the job that were provided
in training?
15. Are there positive consequences for good performance? (verbal or
written recognition, monetary reward, pay increase, scheduling
flexibility, etc.)
17
Worksheet: Is this a performance coaching opportunity?
Directions: Read the following five scenarios and determine whether or not there is a
need for coaching. Identify the behaviors, actions, or situation that drew you to your
conclusion.
Behaviors, actions,
Yes No
or situation
1. Margo has just joined your staff. She
has several years of experience in
telephone customer service. She is
also working part-time on her degree
in communications. She
is eager to do a good job, and is
excited about working with her
new team. You want to make
sure she gets off to a good start.
2. Dan has been on your staff for

two years. He recently attended
training on the new procedures for
documenting complex cases. He’s
back from training, and you’ve given
him the responsibility as the lead
person for handling complex cases.
3. Sally has been on your staff for

eighteen months. She is dependable,
and usually does a good job. You
have been experimenting with giving
her increasing responsibility.
Although she accepts whatever
task/project you give her, you noticed
that she isn’t consistently meeting
her deadlines. Also, she seems a
little frustrated sometimes, and the
quality of her work these days is not
as good as in the past.
(continued)
18
Worksheet: Is this a performance coaching opportunity?

(concluded)
Behaviors, actions,
Yes No
or situation
4. Harvey has been on your team
for five years. He views himself
as the resident expert because of
his longevity. He loves to answer
questions from the new members
of the team. In fact, he encourages
them to seek him out when they
can’t handle a customer situation.
However, his answers are not always
right. In fact, his performance has
been below standards for a while.
He isn’t meeting his production
numbers, and his error rate has
been steadily increasing.
5. Bridgett is relatively new to your
staff. She is still in the six-month
probationary period. She attended
the required training for the job, and
for the most part, her work has been
fine. But you have received a few
customer complaints about her
follow-through on situations that
couldn’t be resolved during the
customer’s initial telephone call.
Bridgett is expected to investigate
the situation and call the customer
back. She always promises to get
back to the customer, but sometimes
that doesn’t happen or doesn’t
happen in the time period promised.
After you have jotted down some of your observations, consider

discussing the same scenarios with a friend or colleague to get his or
her perspective on these real-world dilemmas. Then compare your
observations and recommendations with those provided on pages 20
and 21.
19
Which of the five scenarios appearing on pages 18 and 19 present

opportunities to do some performance coaching? All of them, for
different reasons. Compare your observations and diagnoses with those
below. Then go over each scenario to see if there are similar situational
opportunities in your work environment.
Performance Coaching Opportunities
Margo
Margo is a new employee. You will need to make sure she is set up to succeed. Send her to
any required training, and talk to her about the job expectations (i.e., performance quality
and production standards, work environment “rules” such as signing out for lunch,
schedule for staff meetings). Make sure she has the tools and resources she needs (e.g., log
on for the computer system, telephone directory) and knows how to use them. Also, share
information about your leadership style (e.g., your approach to team work).
Dan
Dan has just returned from training, and you’ve given him a new responsibility. Give Dan
support in applying what he has learned to his job. Ask him what help or resources he
needs and determine how you can provide what he needs. If he needs a review on how to
do a particular activity, demonstrate it for him. Spend a few minutes with him to find out
how comfortable he is in his new role. To the extent that Dan needs it, build his self-
esteem with positive reinforcement.
Sally
Sally is relatively new (eighteen months on the job). You have been giving Sally an
increased level of responsibility, but she has been missing deadlines and appears
frustrated, and her work quality has been falling. Make sure you explain the requirements
of every assignment you give Sally (i.e., what’s specifically expected of her in terms of
deadlines and quality). Ask her what you can do to help her meet her deadlines. Find out
what the roadblocks are that prevent her from meeting her deadlines (e.g., lack of
knowledge, poor organizational skills, low confidence). Work with her on removing those
roadblocks (classroom training, on-the-job instructing, etc.). Monitor Sally’s progress more
closely. Set up a schedule for Sally to check in with you and hold informal chats twice a
week. Consider whether or not Sally is the best person for the assignments.
(continued)
20
Performance Coaching Opportunities (concluded)
Harvey
Harvey views himself as the department expert. He encourages new team members to come
to him with customer situations they can’t solve, but he is giving them incorrect information
in many instances. He’s also missing deadlines and not meeting quality standards. You
need to address Harvey’s self-appointed role of “expert.” Collect data on the number of
incorrect answers Harvey has given out and the consequences (customer complaints, lost
production, missed opportunities, re-work, etc.). Let Harvey know that while you
appreciate his good intentions (to help), the result has been additional work and customer
complaints. Go over Harvey’s production and quality report with him and point out specific
errors. Discuss the impact of those errors. Be sure you point out any positive things on the
report, and commend him on the positive impact of those things.
Bridgett
Bridgett is new to the job (in her six-month probationary period). She has been to training,
but you’ve received customer complaints about her work. Her follow-through is poor. Find
out why Bridgett’s follow-through is poor. Is it a weakness in her skill base? Does she lack
some particular knowledge? Does she have the tools and resources needed for the task and
understand how to use them? Talk with her and talk with the customers who are
complaining. Give Bridgett targeted feedback on the things that have gone wrong, and the
consequences of the mistakes. Compliment her on those things that she has done well.
Partner Bridgett with a more-experienced, high-performing employee she can learn from.
Have Bridgett’s partner share how she/he manages deadlines and how she/he keeps the
quality high. Work with Bridgett on some specific improvement actions she can
implement, and meet with her periodically to track her progress. Encourage her effort.
21
Performance Coaching Worksheet
Directions: Use this worksheet when you are thinking through a potential performance
coaching opportunity.
Specific behaviors, actions, or

Summarize the
situations that indicate a
performance problem.
coaching need
• What have you observed?
• Has there been a change in work

quality? How long?
• Have you received negative input

from customers? When? What did
it entail?
• What have you observed relative

to behavior (e.g., unengaged, low
energy, hesitant speech pattern,
expressions of confusion)?
22
Career-Development Coaching
You must be able to recognize and identify employees’ work
performance gaps. This is essential if you are to get consistent, high-
quality performance from your staff. As your staff’s leader-coach, part
of your job is to support them in reaching that high-quality level.
Career development is another key to your staff’s success in
reaching that high-quality level. As employees engage in development
(gaining new skills), your department’s overall knowledge and skill
base will also increase. Everybody wins. Other advantages:
• Increased morale. As employees enjoy the momentum of
learning new things and improving their skill levels, their morale
increases. You have shown an interest in their career
development, which also builds morale.
• Increased loyalty. When you set aside time for career-related
development, employees see that you trust and value them. They
become more loyal to you and the company.
• Shared training and coaching responsibilities. When
employees learn new skills and improve old skills, they are often
able to act as peer coaches or trainers.
• Increased self-confidence among staff. When employees
expand their knowledge and apply what they learn on the job
successfully, they build confidence. They also gain more self- and
peer-esteem, as they are able to handle detailed or more-complex
work successfully.
• Opportunities for creating new knowledge/expertise
pockets in your department. When you work with employees
to target specific development areas and activities, you
strategically create “job-knowledge experts” in your department.
23
Career-Development Coaching
When should you step in and offer an employee help in career

development? Here are ten signs:
1. The individual seeks time from you to review his/her “business
case” for engaging in career-development activities.
2. The individual has attended the career-development work-
shop, but does not take the next step or appears uncertain
about how to put what was learned into action.
3. The individual expresses a desire to take on more-complex or
unique tasks.
4. The individual asks about opportunities to assume a different
role within the department.
5. The individual expresses uncertainty about what the most
appropriate activity is for a specific development area.
6. The individual expresses an interest in obtaining financial
help to return to college, but is not using the tuition
reimbursement program.
7. The individual asks about internal programs or courses for
professional development.
8. The individual shows an interest in moving up in the
department or division.
9. The individual shows remarkable potential in a particular
skill area (e.g., collecting, compiling, and analyzing data) that
is a key area in the department or division.
10. The individual has recently earned a college degree or
certification.
24
Use this checklist when you are helping an employee develop them-
selves professionally.
Career-Development Checklist
Directions: Check off the steps as you and the employee complete them.
Action Steps in Career Development Notes

̊ The employee has attended the career-development workshop.
̊ I have contacted the employee or the employee has contacted me to set
up a meeting to discuss his/her development plan.
̊ I have met with the employee to discuss his/her business case for the
specific development activities on the plan.
̊ I have reviewed the employee’s plan within the context of the following
questions:
• Where does the employee need the most development?
• What programs or courses are available internally for development?
• How much is in the budget for training and development?
• What are the department’s needs now and in the future, regarding
skill and knowledge sets?
• What are other people in the department doing for development to
advance themselves?
̊ I have helped the employee refine his/her plan by doing the following:
• Listening attentively to the employee’s point-of-view.
• Having a two-way discussion with the employee on the pros and
cons of the development options listed in his/her plan.
• Reaching an agreement with the employee on which development
options to pursue.
• Making sure that the agreement takes into account the questions
listed in the previous bullet.
• Requesting that the employee submit a development options
implementation calendar.
̊ I have met with the employee to review the implementation calendar,
as well as initiated actions to help him or her complete the items on the
calendar.
̊ I have worked with the employee on a plan to apply what he/she learns
in the development activities on the job (e.g., presenting at a staff
meeting, acting as a peer coach, taking a real work group to training
and using it as a case example).
25
Use effective tools and methods to track employees’ performance. The
results provide support for your observations. Also, they give you
specific information for targeted feedback to the employee. Targeted
feedback tells the employee exactly what he/she did. The more targeted
the feedback, the better. The bottom line is you want to address the
specific reason(s) for the coaching situation.
Here are some examples of tools and methods:
• Computerized performance reports on production flow
• Department performance standards
• Customer surveys (telephone, focus groups, written)
• Work quality review
• Project plans
• Work summary reports (completed by employee)
• Quality analyst (person responsible full-time for monitoring the
quality of employees’ work and providing feedback)
• Critical incident reports
• Production tracking/tally worksheet (completed daily or weekly
by employees)
• Performance review information
• Training program post-test
27
Create a systematic tracking process.

Use a systematic process to track performance. It needs to be a
consistent, fair, and reliable process that works with existing
organizational methods used for this purpose. However, try to be
creative in instituting additional tracking tools that complement the
organizational methods.
Ask yourself these questions to help you improve your tracking and
monitoring efforts:
• What organizational tools or methods are used to track
performance? Do I make maximum use of them for coaching
and development purposes?
• Is my staff aware of and familiar with the organizational
methods used to track their performance? How can I
familiarize or educate them about these methods?
• How can I make better use of the information from
these methods for performance-development purposes
(e.g., target areas for “stretch” goals)?
• How do I record performance observations? Do I use a
systematic, consistent, organized, purposeful process, such as a
grid showing the performance situation, the person’s actions, and
the results of the actions?
• What methods can I create to track performance? Make
telephone calls to customers? Fill out critical-incident reports?
“Manage by walking around”?
• How will I introduce these methods to my staff and gain
their buy-in?
28
COACHING KEY #2: USE EFFECTIVE TOOLS AND METHODS
Use organizational reports in

coaching/development.
Use a form like the one below to monitor performance patterns. It can
help you organize specific data about your staff’s performance that you
can then translate into coaching opportunities.
Employee Performance Monitoring Form
Organizational Ways I can use the information

Type of Report
Method for coaching or development
29
Use a chart like the one below to track specific examples of poor
performance so that you have behavioral-based information. This
allows you to give targeted feedback for improvement and development
planning.
Sample Performance Incident-Tracking Tool
Performance Outcome from How Incident Should

Incident Incident Have Been Handled
• What was the job • What happened as a result • What should the
task or customer of the way the employee employee have done
situation? handled the situation? or said?
• What happened? • Why would this have
• Did the customer express or
• What did the been better or more
show dissatisfaction?
employee do effective?
and/or say exactly? • Was the customer given • What would the
wrong or incorrect outcome have been if
• What did the
information? the employee had done
employee fail
to say and/or do? • Was additional work or re- this?
work performed?
30
Use a chart like the one below to track employee performance.
Sample Performance-Tracking Grid

Were the Were
Was client’s Was the
Time correct or appropriate
Employee’s Client need or need information
spent right follow-up
name request interpreted given
on call questions actions
accurately? accurately?
asked? taken?
(continued)
31
Sample Performance-Tracking Grid (concluded)
Employee’s Name:
Average Average Average
Comments from
Total time spent score on completed
customers
cases on each quality cases per
(surveys, etc.)
case reviews week
January
February
March
April
May
June
July
32
Track application of
training information, skills, and behaviors.
You must track performance under regular circumstances, but you also
need to track the transfer of training information or skills to the job.
You need to know how successful each employee has been in taking
what he or she learned during training and using it effectively on the
job. This will help in three essential ways:
• Tracking helps you identify coaching needs promptly.
• Tracking can ease an employee’s anxiety about successfully using
what he/she has learned in class.
• Tracking increases the probability of successful learning transfer
and speeds up the time frame.
It is important that you help employees apply what they’ve learned,
and you can do that with a simple “learning-transfer” tracking or
implementation plan.
Essential Elements of an Implementation Plan

The point of tracking is to help your employees apply what they
learned, so you will need to know these things:
• What did the individual learn (specific information, skills, and
behaviors)?
• What is the time frame in which the individual should be able to
perform the task at 100 percent?
• How will you measure the individual’s progress?
• How will you track the individual’s progress?
• How will you help the individual progress?
• How will you build the individual’s confidence that he or she can
succeed?
The sample plan on the next page outlines the kind of information
you need. Use the worksheet as-is or create your own to track
employee progress.
33
Take a proactive approach, using the tool below, toward helping

employees apply what they have learned when they return from
training by devising a tracking system. The most important part of
training is applying the new concepts back on the job.
Worksheet: Training Application Coaching
What did the employee learn?

• Information/knowledge (e.g., new
disposition codes for calls, new
procedures for documentation)
• Skills (e.g., steps for creating an
automated data file for customer
marketing profiles)
• Behaviors (e.g., telephone etiquette,
such as saying “thank you” whenever
the customer offers information)
What is the time frame for performing

the task at 100 percent?
• What does 100 percent performance
look like? (customer ratings, quality
and production standards, etc.)
• Is the employee aware of these
expectations?
• Would a graduated performance scale
be appropriate? (If so, work with the
employee to create a plan.)
(continued)
34
Worksheet: Training Application Coaching (concluded)
How will you measure progress?

• What are the metrics and/or
milestones for measuring application
progress?
• Will you use a graduated scale of
performance?
• What will it be based on? (the
difficulty of the task, the average time
it has taken employees in the past to
get up to speed, the current work
volume, customer satisfaction, etc.)
How will you track progress?

• What process or techniques will you
use? (scheduled review of work,
weekly “quick-focus” meetings, bi-
weekly e-mails or voice mails from the
employee on his/her progress,
informal observation, etc.)
How will you help the individual?

• What processes will you implement?
(peer mentoring, buddy system,
designated period for observing/
shadowing experienced employee,
periodic feedback, etc.)
How will you build the employee’s

confidence?
• Possible ways include department
celebration at small or big milestones
(such as reduced inventory after
applying a new procedure), individual
recognition based on customer
feedback or your observations, etc.
35
Use effective methods to

support and track career development.
Career planning can be a powerful tool for developing and rewarding
your staff, and for increasing your department’s knowledge or skill
capacity. The result can be a boost to your department’s performance.
To achieve this, you need to think strategically. Identify the
advantages for you, your department, and your staff. Use the
suggestions on this page and the next page to help you develop your
plan for supporting and tracking career-planning needs. The
worksheet on page 38 is also a helpful source of information and ideas.
Think strategically and look for mutual advantage.
• Think about your department’s big picture (vision, products/
service produced, work distribution, etc.) and create a career-
development strategy that takes into account the entire depart-
ment’s needs. Think like the football coach who creates a game
plan for the Sunday match: He considers the overall goal to win
within the context of factors such as player strengths and weak-
nesses, the other team’s assets, and opportunities for players to
gain experience or build skill that might pay off in the future.
• Think about the skills employees will need in the future to do the
job in your department—not just the current skills they need.
• Think about ways to serve your customers better. What kinds

of development activities will help you do that? Try to strike
a balance between what members of your staff want to do
for development and the activities that will improve the
department’s ability to serve customers.
36
• Think beyond training. Career coaching also means sharing your

thoughts, listening, giving advice, recommending resources, and
putting employees in contact with experts.
• Think about training and development accomplishments that

will keep your department competitive.
• Think about ways to work with your staff on application plans for
using what they learn (e.g., present at a staff meeting, act as a
peer coach, take a real work group to training and use their
experiences as a case example, etc.).
• Think about ways to create a “development time-niche” in your

schedule for focusing on your staff’s development needs and
options (e.g., two hours every other Tuesday).
37
Share some of these ideas with your staff:
Development-Support Ideas for Employees
1. Start an “answer 2. Inquire about 3. Articulate your career

to tough or unique participation on expectations (to
situations” journal. special committees yourself and to others).
or work groups.
4. Develop an internal 5. Develop an external 6. Start a list of tips

contact list/network. contact list/network. that you find will make
Ask yourself: Who do I Think about former your job easier and
know? Who have I worked co-workers, former still meet customers’
for/reported to? Who have managers, college expectations. Share
I contacted with? Who instructors, college the list with the
have I worked with on a classmates, and department.
committee or work group? volunteer groups.
Who have I attended
training with? Who have
I helped to solve a problem
or meet a need?
7. Get a copy of and 8. Review the resources, 9. Think of a way to

review the corporate tools, and training showcase what you
organizational chart. materials in your learned in training/
Get copies of and department. Identify development activity—
review the division’s ways to use information e.g., present at a staff
and the department’s from the materials for meeting, share the
organizational chart. your development. high points through
an e-mail or voice mail.
10. Attend college day. 11. Request catalogues 12. Contact HR for
Prepare questions ahead from local colleges, job descriptions of
of time that you’d like and review them to positions that might
to have answered, and familiarize yourself interest you. Identify
ask them of college with the requirements the education, skills,
representatives. Note for programs that and experience gaps
the answers. Collect interest you. you need to close to
information. meet requirements
for the positions.
13. Contact local colleges by 14. Talk to HR about tuition

telephone for information reimbursement.
on their programs. Make
an appointment to talk to
a college career counselor.
38
Call a one-on-one meeting promptly to:
• Address poor performance
• Support on-the-job application of concepts learned in training
It is critical that you address performance issues or training
applications problems promptly, directly, and privately.
Preparation and Pre-Planning: Essential Elements

However, calling the meeting is only part of this essential step in the
coaching process. Preparation is the other part. Make sure you are well
prepared for the meeting before you hold it. When a coaching meeting
does not go well, it is typically because the leader did not prepare
sufficiently.
Plan out what you want to say or achieve and how you will respond
to the employee’s (potential) emotions. This is pivotal; everything that
we’ve talked about so far relates to planning. Use the list of resolutions
on the next page to prepare for your next coaching session.
Additionally, this section includes two other job aids: a Coaching
Discussion Planner and a Meeting Debrief. Use these tools to help you
build skill in conducting performance meetings.
39
Preparing for the One-on-One Coaching Meeting

Make a commitment to prepare for your next coaching opportunity by
taking the actions below:
Coaching Meeting Pre-Planning Resolutions
I will make sure I have developed a statement of the coaching session’s purpose
so that I will be clear about the purpose of my meeting with the employee.
I will make sure I have defined the goals I hope to achieve in the coaching session
ahead of time so that I can explain them clearly in my meeting with the
employee.
I will plan out how many coaching sessions I believe I will need to achieve the
goals.
I will focus my pre-planning review on the employee’s performance behaviors that

can be measured. I will do this to make sure I concentrate on measurable
behaviors and measurable actions for improvement during my meeting with the
employee.
I will review the department work standards (quality and quantity) and the
employee’s past performance relative to those standards.
I will review the current facts and events, as well as the employee’s coaching and
development profile.
I will review the employee’s performance data/information that covers the

performance period related to the coaching need.
I will be prepared to provide positive feedback, as well as feedback for

improvement.
I will give the employee advance notification of the time and place of the meeting.
I will determine whether or not there are obstacles preventing the employee from
performing that are out of his/her control (training, work tools or resources, etc.).
40
COACHING KEY #3: CALL A ONE-ON-ONE MEETING
Two Sides of Human Interactions

Coaching for high performance involves paying attention to both sides
of the interaction—task actions and interpersonal actions. It’s like
trying to balance a scale: You need to deliver information (improve-
ment needs, corrective action plan, etc.) and then complete your
task. However, you also need to consider the employee’s repetitive
interpersonal needs.
Task Actions
The task actions refer to the chronological steps you need to take and
the information you need to share to ensure that the meeting’s purpose
is accomplished. The planning tool on page 44 provides a framework
for thinking through both the task and interpersonal sides of
conducting a coaching meeting: what you want to achieve, as well as
how you expect to achieve it.
Interpersonal Actions
Obviously, it is important to get your information across when
conducting a coaching meeting. However, it is also critical to do so
while maintaining the self-worth of the employee. Strike a balance
between the two during the meeting. Interpersonal actions refers to the
ways that you meet the employee’s need for respect and value. Respect
is a universal human need, and showing respect must be part of a
leader’s core principles. Employees will not likely respond to coaching
if they are not respected and made to feel of value.
Two key elements of interpersonal actions that help achieve this
are a set of core interaction principles and communication skills.
41
Core Interaction Principles

Here are some key principles for interaction:
• Acknowledge comments.
• Use varied words for acknowledgment and/or positive affirmation
(“You did a good job.” “I appreciate your effort.” “Well done.”)
• Make good eye contact.
• Use positive behaviors.
• Use empathetic statements. (“I can understand your frustration
over handling such a large volume of calls due to the recent high
turnover.”)
• Demonstrate active-listening skills.
• Avoid interrupting.
• Use your body language as a nonverbal communication tool.
• Remain alert to the employee’s body language.
Communication
Effective communication can be a tremendous asset for supporting
a successful coaching meeting. Here is an overview of some key
principles relative to communication.
• Verbal communication refers to the words people say or the
message they deliver. It includes the rhythm and pattern of the
spoken words, such as emphasizing particular words, shouting,
or speaking rapidly. Rhythm and pattern are used for dramatic
effect or punctuation.
• Nonverbal communication refers to all the non-spoken move-
ments or actions used with the message. Nonverbal communica-
tion is a very powerful form of communication; people tend to
believe what they see more than what they hear when the
42
two contradict each other. For example, if you say you are
listening and are interested in what an employee is saying but
you are looking at your watch and tapping your foot, the
employee will likely conclude that you are not interested.
• Active listening is using one’s face and body to signal listening. It
is a facet of nonverbal communication. In active listening, we also
reflect back to the person speaking what we think we heard.
Door openers are important tools for active listening. They
encourage input/participation, and also help affirm the worth or
value of the involvement of the employee.
— Verbal “Door Openers”
̊ “Oh.”
̊ “Tell me more about . . .”
̊ “Describe . . .”
̊ “Explain . . .”
̊ “I see . . .”
̊ “Help me understand . . .”
̊ “How did . . .”
— Body-Language “Door Openers”
̊ Facial expressions (smile, eye contact, eyebrow move-
ment, etc.)
̊ Moving or leaning toward the speaker
̊ Movement of shoulders, hands, or arms
̊ Head-nodding
43
Coaching Discussion Planner
Task Actions Interpersonal Actions

(1) Describe the purpose and expected outcomes. • Respect and value
(2) Address questions or concerns. • Two-way communication
(3) Provide the performance information/data.
• Understand
(4) Present the development plan or disciplinary
action. • Listen
(5) Conclude. • Body language
Describe the meeting’s purpose and desired Identify opportunities to use inter-
outcomes. Describe the order in which the personal actions to set the meeting
meeting will be conducted. (“First, we will review tone and make the employee feel
the overall results of your quality evaluations for comfortable or reduce anxiety.
the past month. Next, we will focus on two
specific areas requiring improvement.)
Address questions/concerns about the purpose Identify ways to use interpersonal

and/or desired outcomes. (“What questions do you actions to encourage the employee’s
have before we move forward?”) participation, where appropriate.
Make sure there is clarity regarding the
meeting’s purpose.
Provide the background information, data, and Identify ways to use interpersonal
facts related to the performance issue. actions to generate a two-way
Provide details on the specific errors that need to exchange of information or ideas.
be corrected.
Review the appropriate performance records.
Deliver the meeting’s information. Identify opportunities to use

Verify understanding of the information. interpersonal actions to support the
employee’s commitment to
Determine if actions are required.
improvement planning.
Discuss the appropriate improvement options.
Identify resources for the actions.
Set deadlines for completion of the actions.
Discuss execution of the improvement plan.
Recap the meeting’s outcomes. Identify how interpersonal actions

Check for unanswered questions or concerns. can support a smooth conclusion to
the meeting.
44
Meeting Debrief
Directions: How effective were you at handling the coaching session? Use this set of
reflection questions to assess your own performance after a feedback session. Review key
actions as if you are a coach viewing a videotape of a game to get ready for an upcoming
match.
Yes No
1. Did I explain the purpose of the meeting?
2. Did I ask for questions to clarify whether or not the employee

understood the meeting’s purpose?
3. Did I use verbal door openers (“Tell me more . . .” “Please describe . . .”

“Can you explain . . .” “I see . . .”) to build rapport and encourage two-
way communication.
4. Did I use body language door openers (head-nodding, shoulder move-

ment, smiling, making eye contact) where appropriate to build rapport
and encourage open communication?
5. Did I explain the order of the meeting items/discussion points?
6. Did I give the employee time to confirm/clarify his/her understanding

of the information I shared? (“Before we continue, what questions do
you have?”)
7. Did I use open-ended questions to involve the employee and verify

his/her understanding as the meeting progressed? (“What other way
do you think you could have addressed . . .?”)
8. Did I ask the employee for input on steps to take for improvement?
(“What is one action that you can take to make sure you respond to all
of a caller’s questions?”)
9. Did I practice active listening?
(continued)
45
Meeting Debrief (concluded)

Yes No
10. Did I provide positive feedback with the feedback for improvement?
(“You did a good job of calming the caller down.”)
11. Did I take time to mentally review feedback/comments I received

from the employee before responding? Did I refrain from making
assumptions or pre-judgments?
12. Did I help the employee identify resources needed to achieve the
improvement goals?
13. Did I get agreement on implementation of specific improvement

actions?
14. Did I get commitment on dates for completion of improvement

actions?
15. Did I set up a date and time for a follow-up meeting?
16. Did I thank the employee for his/her cooperation and commitment?
46
It’s important to reflect on how you handled a performance meeting,

but be sure you also create an action plan to further develop your
feedback and communication skills. Use this worksheet to identify and
plan for areas you’d like to enhance.
Coaching Action Plan
A. What did I do well? What would I B. What would I change? Why would I
repeat? Why would I repeat it? (Why change it? (Why was the action,
was the action, behavior, or statement behavior, or statement ineffective?)
effective?)
C. Did I identify any areas that can be improved? Check those areas that need
improvement:
̊ Encourage involvement and participation.

̊ Keep the meeting on track.
̊ Clarify the purpose of the meeting.
̊ Reflect back or summarize key points.
̊ Use body language effectively.
̊ Others ______________________________________________________________________
______________________________________________________________________
47
Call attention to specific performance behaviors. This is especially
important if there is poor performance or the employee does not seem
to be able to apply to the job information/skills learned in training.
It alerts the employee to the fact that there is a concern, and it also
shows him/her that you care. In this section, we will look at perform-
ance feedback techniques.
49
Four Elements for Performance Feedback

Targeted, Incident-Based, Prompt, and Even (TIPE)
Element Sample Feedback

Statement
Targeted Identify the particular behaviors and/
or actions of the employee (i.e., what Margaret, when you told the
the employee said or did that was customer that you weren’t
ineffective/incorrect, or what the responsible for him being given
employee omitted/failed to do.) Also, incorrect information last
indicate what happened as a result week, he kept repeating, “I
of the behaviors or actions. still want an apology.” It took
nearly a minute for him to
Incident- Focus on a particular performance calm down. You could have
Based situation (e.g., a single customer apologized for the customer’s
telephone call or service opportunity). inconvenience without
accepting blame by saying,
“I am sorry for your
Prompt Give the feedback as close to the time of
inconvenience. And I can
the incident as possible. Feedback is a
understand that you’re upset
lot more powerful when the incident is
about receiving incorrect
still in recent memory.
information. I’ll be glad to
get the correct information
Even Tell the employee what he/she needs for you.”
to improve or change, as well as what
he/she did well.
Providing Feedback
Let’s practice . . .
Think about a situation when you had to give feedback. Write an
effective feedback statement. Remember TIPE (Targeted, Incident-
Based, Prompt, and Even). Try it.
50
COACHING KEY #4: CALL ATTENTION TO PERFORMANCE BEHAVIORS
Providing Feedback: Practice
Directions: Write feedback statements for the following two situations. Each will
probably require more than one sentence to completely address the issues. Be sure to
include all of the feedback elements.
Three months ago, you assigned Mark, a good

performer, to represent your unit on the Marketing
Operations Reengineering Team. Yesterday you
received a second complaint that Mark has a habit of
being late for the team’s Friday morning (7:00 a.m.)
strategy meetings. He has been as late as twenty-
five minutes. The strategy meetings are very
important. Also, everyone on the team has a busy
schedule. The two employees who complained feel
that it is your responsibility to talk with Mark.
Jane is new to your team. She takes pride in getting

the job done fast (often ahead of schedule). Most of
the time, she follows procedures. Everyone, including
Jane, has received training on the procedures, but
sometimes in her eagerness to finish quickly, Jane
follows her own procedures. This has caused a
problem with one of the departments that acts as a
supplier to your unit. The leader of that department
said Jane did not take time to enter the inventory
numbers manually when the system was off-line.
This caused a mix-up with a shipment.
51
Here are some ways you can structure your feedback if you are the
supervisor/manager in a similar situation.
Suggested Feedback
Three months ago, you assigned Mark, a “Mark, I appreciate you representing our
good performer, to represent your unit on unit on the reengineering team, and
the Marketing Operations Reengineering thanks for keeping up with your regular
Team. Yesterday you received a second assignments while doing so. I’m sure it’s a
complaint that Mark has a habit of being challenge. I’ve called you here today to talk
late for the team’s Friday morning (7:00 about feedback I received regarding your
a.m.) strategy meetings. On two occasions, participation on the reengineering team.
he was twenty minutes late. The strategy It has come to my attention that you have
meetings are very important. Also, been twenty minutes late on more than one
everyone on the team has a busy occasion for the team’s strategy meetings.
schedule. The two employees who Some members feel that this is disrespectful
complained feel that it is your of their schedules. Is there any particular
responsibility to talk with Mark. reason for your lateness? And is there
anything that I can do to help?”
Jane is new to your team. She takes pride “Jane, I like your enthusiasm for getting
in getting the job done fast (often ahead of the job done quickly. You obviously have a
schedule). Most of the time, she follows real commitment to that. Still, sometimes
procedures. Everyone, including Jane, has you follow procedures other than the
received training on the procedures, but established ones. While I commend
sometimes in her eagerness to finish your desire to get the work done, I cannot
quickly, Jane follows her own procedures. ignore the complaints from our customers
This has caused a problem with one of the and suppliers. Most recently, there was
departments that acts as a supplier to a mix-up on a shipment, because you did
your unit. The leader of that department not manually input the inventory numbers
said Jane did not take time to enter the when the system was down. I want us
inventory numbers manually when the to work together on this. How can I help
system was off-line. This caused a mix-up you use your commitment to speed, while
with a shipment. making sure you don’t create problems from
shortcuts that aren’t appropriate or wise?
Let’s hear your thoughts first.”
52
Performance Feedback Worksheet—TIPE Model

Element Practice statement or
Response to Situation
Targeted What were the particular behaviors or
actions? (Be specific.)
Incident- • What was the performance

Based situation?
• Who was involved? (customer,
another employee, etc.)
• What were the outcomes of
the behaviors or actions? (irate
customer, missed deadline, incorrect
information in a report, etc.)
Prompt • When did the incident occur?

• Was this the first time this type
of situation occurred with this
employee?
• If “no,” when were the other
incidents?
Even How can you combine feedback about

what needs to improve, along with what
was done well?
53
Use feedback to encourage good performance.

The examples on the previous page have to do with poor performance
situations, but feedback can also be used to encourage continued good
performance. You want employees to know what they are doing well so
that they can repeat it. So, be observant of good performance and
reinforce it. Reinforcing good performance or behaviors sets a positive
tone in your work environment, and sends the message that you are
not simply preoccupied with finding mistakes.
Here are some examples of positive feedback statements:
• “Marion, when you agreed to act as the on-the-job mentor for the
two new employees who are being trained, it freed up my time.
As a result, I was able to finish compiling the customer survey
results and meet my deadline. Also, you did a good job of getting
the two new employees up to speed quickly. Thank you.”
• “Bill, your customer satisfaction rating is above 90 percent
for the third month in a row. Thank you for your commitment
to high customer-service standards. Your hard work has
contributed to the department’s steady reduction in the number
of customer complaints about our service received by the division
vice president. Great job!”
Note how specific these statements are in mentioning the

positive actions and how they benefit the company. Now think
about a current opportunity to give positive feedback. Write a
positive feedback statement that contains all the specifics:
54
Use positive reinforcement.

We have talked about calling attention to poor performance and the
critical value of giving targeted, incident-based, prompt, even feedback.
Feedback is also a useful tool in helping employees apply new
information, skills, and behaviors back on the job. Positive reinforce-
ment is also very powerful; it builds confidence and self-esteem. You
call attention to the behaviors that you want the employee to repeat.
There are many ways to give positive reinforcement:
• Recognition
• Special privileges
• Expressions of approval or appreciation
• Compliments
• Financial rewards
• Change in work assignment
• Praise
• Attention
• A smile or nod
• Active support for career plan or personal development
The frequency of the positive reinforcement depends on the nature
of the situation. Sometimes it is best to space out the reinforcement
actions so that the reinforcement does not lose its potency. Use it judi-
ciously, and make sure it fits the situation. Additionally, vary the type
of reinforcement you use unless you see that an employee is more
motivated/satisfied with one particular type.
55
Role Practice
This next activity gives you an opportunity to put together what you
have learned so far. You will be using the role-practice technique to
practice applying the first four coaching keys outlined in this book to a
realistic work situation. Role practice done with a partner in a
comfortable environment allows individuals to improve their skills and
become more confident in using them back on the job.
In this activity, you will work with a partner and a specific case
scenario to address problems with a particular employee in your
department. You will each take turns playing the part of the manager,
Chris Streeter.
To prepare for the role play, go over the items in the Coaching
Meeting Pre-Planning Resolutions (page 40) and the Coaching
Discussion Planner (page 44). The feedback tips on page 50 will also
help you prepare for the role.
56
CASE SCENARIO
The Department Manager: Chris Streeter
You manage three customer-contact departments. You have a total staff of seventy-two
people, including three supervisors. Irene DeMarko has been on your team (the catalogue
sales department) for three years, and has produced good-quality work. Irene is in her
early thirties and is very smart and energetic. She is also very careful with every task she
handles.
Irene has advanced quickly and successfully through several jobs in the organization.
Each of the advancements brought her new responsibilities. Irene always managed to
conquer the new responsibilities with flying colors. She started in the mailroom, moved to
the receptionist desk, and then to customer service. Now she is part of the quality team
that monitors customer telephone satisfaction. Irene is the lead quality analyst and has
supervisory responsibility for two other people. Additionally, she interacts with several
other departments and occasionally with top leadership. One of Irene’s primary
responsibilities is to prepare the divisional quarterly report on customer inquiry trends
and satisfaction levels. However, things are not currently going well.
You like Irene personally. She’s focused and efficient. But you have seen her to be very
pushy (bordering on being rude) with other team members when she wants her way. You
have chosen to turn a blind eye to Irene’s behavior and attribute it to her eagerness to get
the job done.
On the surface, Irene does not seem to care if she is well-liked or not. Last week, she
yelled at Judy (her right-hand person) when Judy expressed uncertainty as to whether or
not she would be able to finish a report early.
You have been receiving negative feedback about Irene. In summary, some employees
have described her as rude, impatient, and arrogant. Although Irene is very efficient at
collecting and compiling the customer data, you are concerned about her interpersonal
actions. Her group’s morale and overall output have been declining.
You are certain Irene does not view herself as others do. You have chosen today for
your one-on-one meeting with Irene. How will you start the meeting?
Here are some questions to think about as you read the case
scenario:
• What did you observe relative to the employee’s behaviors or
actions?
• Should you call a meeting?
• What will you call attention to?
• How will you call attention to it?
• How will you word the feedback statements
(positive wording and critical wording)?
57
Write what you would say to Irene in a one-on-one meeting:
Coaching One-on-One Meeting Planner

What do you How do you want to
want to say? deliver your message?
Key questions to think about: Key factors to think about:

• Why are you calling the • Think of ways to build
meeting? rapport (thank the employee
for attending the meeting, use
• What will the employee
the employee’s name, listen,
get from the meeting?
use open body language such
(walk away with, learn,
as head-nodding).
have to act upon, etc.)
• Determine how you will
• In what order will you deliver
handle the emotional side
the information?
of giving and receiving
• How will you end the developmental feedback.
meeting?
• Keep in mind the importance
• What needs to happen after of making communication
the meeting? two-way. Listen and ask
• Who will be responsible for open-ended questions (“What
what? happened after that?”),
verify understanding (“What
• How will you make sure that questions do you have about
commitments are kept? what we have agreed to?”).
of reading body language.
58
Performance Feedback Worksheet: TIPE Model

Targeted, Incident-Based, Prompt, and Even
Element Practice Response
Targeted What were the particular behaviors or
actions? (Be specific.)
Incident- • What was the performance

based situation?
• Who was involved? (customer,
another employee, etc.)
• What were the outcomes of
the behaviors or actions? (irate
customer, missed deadline, incorrect
information in a report, etc.)
Prompt • When did the incident occur?

• Was this the first time this type of
situation occurred with this
employee?
• When were the other incidents?
Even How can you combine feedback about

what needs to improve and what was
done well?
59
Role Practice: Evaluation
Directions: Evaluate your role practice partner by checking off what he/she did acting as
the manager.

• Described the purpose and expected • Showed respect and value.
outcomes.
• Used two-way communication.
• Addressed questions or concerns.
• Showed understanding.
• Provided the performance
information/data. • Used active listening skills.
• Presented the development plan or • Used positive body language.
disciplinary action.
• Concluded.
Describe What did the manager say or do to

̊ The manager described the purpose of communicate respect and value (make
good eye contact and thank the employee
the meeting, reviewed the performance
for attending the meeting, etc.)?
issues, and identified improvement
actions.
̊ The manager indicated what he/she
expected to achieve for him-/herself
and for the employee by the end of
the meeting (such as gained a signed
commitment to a development plan
or set a date for the next meeting).
Address ̊ Did the manager use active listening

̊ The manager asked the employee if skills?
he/she had questions about the ̊ Did the manager balance empathy
meeting’s purpose of the meeting or (recognition of a person’s situation
expected outcomes before continuing and feelings) and directness?
with the meeting (“What questions do
you have before we continue?). Empathy: “I can appreciate that you
feel frustrated by the pressure to
̊ The manager addressed the employee’s learn the many new changes.”
questions before continuing.
Directness: “While I appreciate your
frustration, I can’t ignore your decline
in performance.”
(continued)
60
Role Practice: Evaluation (concluded)
Provide ̊ Did the manager say or do things to

̊ The manager provided and explained create two-way communication?
the information/data regarding the (asked open-ended questions,
performance problem. maintained good eye contact,
provided additional information, etc.)
̊ The manager verified that the employee
understood the information/data. ̊ Did the manager effectively
use his/her body language as a
communication tool and avoid
making distracting movements,
such as hitting the desk with a
pen or constantly checking a watch?
Present Did the manager say or do something to

̊ The manager presented the details of gain commitment for the improvement
plan or to reach agreement? Specify.
the performance improvement plan or
disciplinary action. Examples: Involve the employee by
making the communication two-way.
When people are involved, they are more
understood the specifics of the
receptive or have greater buy-in. Show
improvement plan or disciplinary
understanding. This can help defuse high
action.
emotions.
̊ The manager reviewed the next steps or
follow-up actions.
̊ The manager got signatures/
commitment from the employee
regarding implementation of the
improvement plan and next steps.
Conclude
̊ The manager reiterated the outcome(s)
of the meeting (understanding of the
purpose, agreement on actions, etc.).
̊ The manager checked for unanswered
questions or concerns.
̊ The manager verified the follow-up
actions.
61
Use this tool to evaluate yourself after the role practice activity or
other skill practice.
Self-Evaluation
A. What did I do well? What would I B. What would I change? Why would
repeat? Why would I repeat it? (Why I change it? (Why was the action,
effective?)
improvement:

̊ Others ______________________________________________________________________
______________________________________________________________________
62
Staying observant, using appropriate tools to track performance, and
calling attention to performance problems are only part of the picture.
You must also explain the improvement expectations to the employee,
as well as the consequences of continued poor performance. The
purpose is to make the employee completely aware of two things:
• The specific improvement actions that are expected of him/
her (Example: a certain increase in production numbers, or a
decrease in error rate)
• The next steps if the performance is not improved (Example:
regular performance counseling sessions)
Of course, your main goal is to work with the employee to improve
his/her performance so that formal consequences can be avoided. You
want a positive outcome. Achieving that is the focus of this book.
63
Improvement Expectations
It is essential to spell out what you expect the employee to improve.
Work with the employee to reach agreement on the specific
improvement goals and on the improvement schedule. (This act of
collaboration is essential to getting full commitment from the
employee.) Equally important, make sure there is clarity regarding
what’s expected of the employee for improvement. Write it down.
Create an improvement plan (see the sample plan on the next page).
Also, ask yourself three key questions:
• What are the standards for the job?
• What are the resources needed to do the job effectively?
• What training or experience is required to do the job well?
64
COACHING KEY #5: EXPLAIN IMPROVEMENT EXPECTATIONS
Use this worksheet to design a plan of action for performance

improvement. Remember to make improvement actions measurable.
Also, designate specific dates for revisiting the plan and assessing
progress.
Performance Improvement Plan Worksheet
Current Performance Specific Improvement Goals Resources or Actions Needed

Levels (number of for this Performance to Reach Goal(s)
telephone calls per day, Situation
customer satisfaction
rating, etc.)
1. ̊ Demonstration/modeling
of task or behavior
̊ Peer coaching
̊ Training
2. ̊ Review of procedures
̊ Scheduled review of
work (e.g., daily, weekly,
monthly)
3. ̊ Scheduled one-on-one
discussion of work
(e.g., daily, weekly)
̊ Positive reinforcement
4. ̊ Reference materials
̊ Access to resource
materials (contact lists,
reference books,
5. organization chart, etc.)
̊ Access to data or
equipment
(continued)
65
Performance Improvement Plan Worksheet (concluded)
End Date or
Start
Improvement Goal No. Progress Review Completion
Date
Date
1.
2.
3.
4.
66
COACHING KEY #5: EXPLAIN IMPROVEMENT EXPECTATIONS
Documenting and Preparing Thoroughly

Sometimes a performance situation requires more than just good
coaching. Make sure you are well versed in your organization’s formal
consequences before you discuss them with an employee. Also, you
need to:
• Keep an up-to-date, detailed record of these one-on-one meetings.
• Keep excellent documentation of specific incidents regarding
performance. File information related to the situation, such as
e-mails, letters, memos, meeting notes, transcripts, development
plans, performance reports, and customer surveys.
• Prepare well for meetings to discuss expectations and conse-
quences. Use the Coaching Discussion Planner (page 44) and
Meeting Debrief (page 45) to help you think through what you
will say. Also, consider the interpersonal aspects of the
communication. Be prepared for the emotional tempo of the
meeting.
Documenting the Outcome of a Coaching Session

Documenting the outcome of each coaching session you have with an
employee is extremely important. Keep excellent records as you and
the employee progress through the various steps. Use whatever system
works best for you if your organization does not have any “official”
forms or processes. Tools like the Coaching Discussion Planner, the
Performance Feedback Worksheet, and the Meeting Debrief can help
you create a sound documentation file. Make use of them.
67
Informal Consequences
Every leader of an organization has informal ways of getting
employees to address performance problems. They can be just as
powerful as formal actions. The key is to use them as fairly,
consistently, and judiciously. Always balance the situation with the
consequences. Ask yourself these questions.
• What is the impact of the situation?
• How has the employee responded to previous coaching around
this situation?
• What are all of the options for informal discipline?
Use informal consequences equitably.

Remember, whatever informal consequences you use will set prece-
dent. Be sure you are fair and consistent with everyone.
Here are some examples of informal actions:
• Withdrawal of “perceived” special privileges, such as flexible
work start time or choice of assignments.
• Disqualification from “perceived” growth opportunities, such as
participation on a special work team having high visibility.
Can you think of any other informal consequences?
68
You must, of course, discuss incidents of poor performance with the
employee, but you must also help develop and implement the action
plan by guiding the employee through the process of changing the
behavior or performance. However, the employee is ultimately
responsible for making the necessary changes; despite the best
coaching efforts, some situations will lead to formal consequences.
This step is also closely linked to Coaching Key #3—Call a One-on-
One Meeting. Your actions during the one-on-one meeting lay the
groundwork for the kind of support you will provide. Use the Meeting
Debrief checklist on page 45 as a guide for creating an outline for the
support.
Six Essential Actions

To summarize the key points in the Meeting Debrief pertaining to
development support, remember six essential actions:
1. Seek
2. Recommend
3. Agree
4. Track
5. Remove
6. Reinforce
69
• Seek input and information from the employee regarding

his/her view of the problem and possible solutions.
• Recommend solutions or actions based on your assessment of
the situation, knowledge of the employee, understanding of how
the employee’s work fits into the big picture, and knowledge of
the department’s deadline and resource issues.
• Reach agreement with the employee on what specific actions
he/she will take, how those actions will contribute to improving
performance, and when those actions will be completed.
• Track progress on the employee’s success in improving per-
formance and make necessary adjustments in collaboration with
the employee.
• Remove roadblocks to performance improvement that are out
of the employee’s control.
• Reinforce behaviors that support performance improvement.
Additional Ideas/Tips
Some managers find a special “commitment” calendar useful for
keeping track of what they have agreed to do for an employee. Try
using one regular-sized calendar per employee (or a wall-sized
calendar for more than one employee). Keep the completed regular-
sized calendars in a binder for reference at performance review time or
during a follow-up one-on-one coaching meeting. Post the wall-sized
calendar in your office, if you like. (Sometimes just seeing the
information in front of you will help you follow through.) Also ask the
employee to initiate follow-up meetings; this can even be used as a
development activity.
70
COACHING KEY #6: SUPPORT COMMITMENT TO DEVELOP ACTIONS
Here are some other ideas: Set up an e-mail calendar reminder for
yourself. Establish a peer-support group with other managers or
supervisors and work as a virtual team to keep each other on track.
Take a planning calendar to the one-on-one coaching meeting with you
so that you can do a “reality double-check” on the feasibility of the
development plan and schedule. (This is especially important relative
to your role in helping the employee carry out a plan.) Whether you are
helping an employee apply information learned in training or helping
an employee implement a career plan, these things work.
You will find tools that can be used for planning and tracking
performance on the next two pages.
71
Performance Support: Action Planner
Employee’s name: ________________________________________________

Date of meeting/session: __________________________________________
Date scheduled for follow-up meeting:______________________________
Saturday/
Monday Tuesday Wednesday Thursday Friday
Sunday
(continued)
72
COACHING KEY #6: SUPPORT COMMITMENT TO DEVELOP ACTIONS
Performance Support: Action Planner (concluded)
Employee’s name: ________________________________________________

Date of one-on-one coaching meeting: ______________________________
Date scheduled for follow-up meeting:______________________________
Planning Prompters
̊ Did I mark the due dates for specific actions the employee agreed to?
̊ Did I mark the due dates for actions that I agreed to?
̊ Did I consider my other commitments when determining whether or not I could meet
the dates?
̊ When is a follow-up meeting or contact (e-mail, voice mail) scheduled?
̊ What do I need to prepare for the follow-up meeting? When do I need to start in order
to be ready on the meeting day?
̊ Who do I need to contact/speak with for information or resources?
̊ What data do I need to access or review before the meeting? When do I need to start
the process for getting the data in order to be ready on meeting day?
̊ Did I consider resource factors that might affect the employee’s development?
What items do I need to

What information do Who do I need What roadblocks do
get? (tools, equipment,
I need to review? to talk to? I need to remove?
supplies, etc.)
73
The last key step is to stay connected with every employee you are
coaching. If you don’t stay connected, you run the risk of undermining
the work you put into the previous six steps. You need to know if the
employee is making progress in an effort to improve performance,
apply information learned in training, or implement a career-
development plan.
Stay connected refers to creating “physical” opportunities for
connecting with employees (pre-scheduled meetings, weekly e-mails,
etc.) and creating an environment where employees feel comfortable
approaching and responding to you (building trust, cooperation, and
commitment, etc.).
Use every avenue to stay connected that is available to you. Be
organized and committed to this. Here are some options:
• Regularly scheduled in-person
meetings
Special Note: Make
• Impromptu in-person meetings
sure that you include
• E-mail
in-person meetings in
• Telephone meetings
your efforts to stay
• Voice mail
connected. Don’t rely
• Quick-strike meetings (even
solely on methods such
5 minutes)
as e-mail or voice mail.
• A pre-arranged exchange with a
specific, pre-determined purpose
75
Plan to Stay Connected

Use a commitment calendar to stay connected with your staff, and
remember to set up a time for a follow-up meeting (or contact) at the
end of any coaching session. The Performance Support: Action Planner
and other tools are helpful. Remember, staying connected promotes
your ultimate goal: to make sure that your staff maintains high-quality
performance. It also promotes effective career-development planning.
Information (what’s going on) and relationships (how staff members
interact and respond to you) are essential. Here are some factors to
consider:
Tips for Staying Connected
Recognize improvement. Try to create an interpersonal connection with each employee

you are coaching: Let them know that you can see the small changes they have made.
Have an open-communication policy. Create an environment where your staff feels
comfortable talking with you about performance problems and career-development needs.
Be a good listener. Another important way to stay connected is to be a good listener.
When you listen well, it shows respect. Additionally, when you truly hear and understand
what the employee has to say, you can respond better.
Build trust. Your staff will not follow your lead unless they trust you. Trust is also critical
when you introduce a change (a new way of doing things, new job standards, etc.).
Actions for building TRUST
T— Take responsibility for your behaviors and actions.
R— Remember to follow up on promises and commitments.
U— Use a variety of ways to recognize others’ ideas and contributions.
S— See the other person’s situation or point-of-view.
T— Take time to foster relationships.
76
COACHING KEY #7: STAY CONNECTED
Role Practice
This role practice activity gives you another opportunity to think
through how you can apply what you have learned to a realistic work
situation. Role practice done with a partner in a comfortable
environment allows individuals to improve their skills and become
more confident back on the job.
If you do not have a partner for this activity, read each role
carefully and think through how you would handle the situation from
that person’s perspective. To prepare for the role play, go over the
items in the Coaching Meeting Pre-Planning Resolutions (page 40)
and the Coaching Discussion Planner (page 44). The feedback tips on
page 50 will also help you prepare for the role.
Here are some questions to think about as you read the case
scenario:
• What did you observe relative to the employee’s behaviors or
action?
• Should you call a meeting?
• What will you call attention to?
• How will you call attention to it?
• How will you word the feedback statements (positive wording
and critical wording)?
77
CASE SCENARIO
The Department Manager: Wanda Green
You are manager of your department, and you are reviewing the work of an employee. Tom
Matthews has been on your technical support staff for four years. His performance had
always been above standards, until recently. To your surprise, there has been a gradual
but steady decline in Tom’s performance. His most recent production and quality reports
revealed the following:
23 calls/day (the standard is 30 calls/day)
15% error rate (the standard is 7% or less)
3.9 customer-satisfaction rating (the standard is a minimum 4.5 on a 5.0 scale)
Previously, Tom averaged 32 calls/day, with an error rate of less than 6%. His
customer-satisfaction rating average was 4.7.
Tom has missed two deadlines during the past six weeks for the bi-monthly reports he
prepares. That’s unusual for him. During the past two months, you have had several talks
with Tom about his performance. He always apologizes and promises to do better. The
meetings have been informal. You have held them with little or no special preparation, and
you have done little or no documentation regarding any commitments or outcomes from
the meetings. At the last meeting, you said to Tom, “I know you can do better, because you
were meeting standards six months ago. So, come on Tom. Let’s work on this.” Tom
replied, “I’ll do better. I’m sorry I let you down.”
Lately, Tom has seemed down. In the past, he was more energetic and upbeat. You
know that the pace and the volume of the department’s workload have increased and that
everyone is feeling overwhelmed.
Along with all of this, Tom has expressed interest in some special training on a new
project management system offered at a local community college. However, Tom had
already taken an internal training class on project management earlier in the year and
you think he should be using what he learned in the internal program. Tom has also asked
you about cross training and career opportunities in the division, but you have been very
busy and haven’t taken the time to meet with him about these things. You aren’t sure how
serious Tom is, and you know he attended the career-development workshop that the
corporation offers (as well as several other members of your staff). You assume that the
workshop covered career opportunities; what does Tom expect you to do?
You have given all these things some thought and have decided that you need to set up
a more-formal one-on-one meeting with Tom. You realize that perhaps you need to prepare
for this meeting. Your manager has recommended that you use the Coaching One-on-One
Meeting Planner to help you prepare. You have a lot to think about. Where should you
begin?
78
Coaching One-on-One Meeting Planner

What do you How do you want to
want to say? deliver your message?
Key questions to think about: Key factors to think about:

• Why are you calling the • Think of ways to build
meeting? rapport (thank the employee
for attending the meeting, use
• What will the employee
the employee’s name, listen,
get from the meeting?
use open body language such
(walk away with, learn,
as head-nodding).
have to act upon, etc.)
• Determine how you will
• In what order will you deliver
handle the emotional side
the information?
of giving and receiving
• How will you end the developmental feedback.
meeting?
• What needs to happen after of making communication
the meeting? two-way. Listen and ask
• Who will be responsible for open-ended questions (“What
what? happened after that?”),
verify understanding (“What
• How will you make sure that questions do you have about
commitments are kept? what we have agreed to?”).
of reading body language.
79
Role Practice: Evaluation
Directions: Evaluate your role practice partner by checking off what he/she did acting as
the manager.

• Described the purpose and expected • Showed respect and value.
outcomes.
• Used two-way communication.
• Addressed questions or concerns.
• Showed understanding.
• Provided the performance
information/data. • Used active listening skills.
• Presented the development plan or • Used positive body language.
disciplinary action.
• Concluded.
Describe What did the manager say or do to

̊ The manager described the purpose of communicate respect and value (make
good eye contact and thank the employee
the meeting, reviewed the performance
for attending the meeting, etc.)?
issues, and identified improvement
actions.
̊ The manager indicated what he/she
expected to achieve for him-/herself
and for the employee by the end of
the meeting (such as gained a signed
commitment to a development plan
or set a date for the next meeting).
Address ̊ Did the manager use active listening

̊ The manager asked the employee if skills?
he/she had questions about the ̊ Did the manager balance empathy
meeting’s purpose of the meeting or (recognition of a person’s situation
expected outcomes before continuing and feelings) and directness?
with the meeting (“What questions do
you have before we continue?). Empathy: “I can appreciate that you
feel frustrated by the pressure to
̊ The manager addressed the employee’s learn the many new changes.”
questions before continuing.
Directness: “While I appreciate your
frustration, I can’t ignore your decline
in performance.”
(continued)
80
Role Practice: Evaluation (concluded)
Provide ̊ Did the manager say or do things to

̊ The manager provided and explained create two-way communication?
the information/data regarding the (asked open-ended questions,
performance problem. maintained good eye contact,
provided additional information, etc.)
understood the information/data. ̊ Did the manager effectively
use his/her body language as a
communication tool and avoid
making distracting movements,
such as hitting the desk with a
pen or constantly checking a watch?
Present Did the manager say or do something to

̊ The manager presented the details of gain commitment for the improvement
plan or to reach agreement? Specify.
the performance improvement plan or
disciplinary action. Examples: Involve the employee by
making the communication two-way.
When people are involved, they are more
understood the specifics of the
receptive or have greater buy-in. Show
improvement plan or disciplinary
understanding. This can help defuse high
action.
emotions.
̊ The manager reviewed the next steps or
follow-up actions.
̊ The manager got signatures/
commitment from the employee
regarding implementation of the
improvement plan and next steps.
Conclude
̊ The manager reiterated the outcome(s)
of the meeting (understanding of the
purpose, agreement on actions, etc.).
̊ The manager checked for unanswered
questions or concerns.
̊ The manager verified the follow-up
actions.
81
Use this tool to evaluate yourself after the role practice activity or
other skill practice.
Self-Evaluation
A. What did I do well? What would I B. What would I change? Why would
repeat? Why would I repeat it? (Why I change it? (Why was the action,
effective?)
improvement:

̊ Others ______________________________________________________________________
______________________________________________________________________
82
Implementation Planning
What will your roadmap to success look like as you plan development
and enhancement steps? Use any number of the book’s coaching keys
for this process.
Then identify one challenging but manageable aspect of the key or
keys on which to focus.
Determining Your Roadmap to Success
What aspect What do I

Key Number
will I focus on? hope to gain?
Key #1: Stay observant.
Key #2: Use effective tools and

methods.
Key #3: Call a one-on-one meeting.
Key #4: Call attention to the

performance behaviors.
Key #5: Explain your improvement

expectations.
Key #6: Support commitment to

development actions.
Key #7: Stay connected.
83
Here is another way to lay out your development plan.
Development Planning Form
Completed
Development Development Strategy for
Yes No
Timeline Objective Meeting Objective
Month 1
Month 2
Month 3
Month 4
Month 5
Month 6
84
7 Keys for Coaching Power 7 Keys for Coaching Power
Key #1: Stay observant of your staff so that you can Key #1: Stay observant of your staff so that you can
identify coaching needs as soon as possible. identify coaching needs as soon as possible.
Key #2: Use effective tools and methods to track Key #2: Use effective tools and methods to track
performance. performance.
Key #3: Conduct a one-on-one meeting promptly to: Key #3: Conduct a one-on-one meeting promptly to:
• Address poor performance • Address poor performance
• Support on-the-job application of • Support on-the-job application of
concepts learned in training concepts learned in training
• Support refining and implementing an • Support refining and implementing an
employee’s career plan employee’s career plan
Key #4: Call attention to: Key #4: Call attention to:
• Poor performance behaviors or actions • Poor performance behaviors or actions
through targeted, incident-based through targeted, incident-based
feedback feedback
• Problems with on-the-job application of • Problems with on-the-job application of
training. Use esteem-building, guided training. Use esteem-building, guided
instruction, and demonstration/ instruction, and demonstration/
modeling. modeling.
Key #5 Explain any discipline steps or Key #5 Explain any discipline steps or
consequences that might result if consequences that might result if
the performance or behavior is not the performance or behavior is not
improved or changed to satisfaction. improved or changed to satisfaction.
Key #6: Help employees take development action or Key #6: Help employees take development action or
implement formal performance implement formal performance
improvement plans. improvement plans.
Key #7: Stay connected by following up on progress Key #7: Stay connected by following up on progress
and providing additional feedback. and providing additional feedback.
(over) (over)
Seven Keys for Coaching Power—© S. Cowan Seven Keys for Coaching Power—© S. Cowan
7 Keys for Coaching Power 7 Keys for Coaching Power

Key #1: Stay observant of your staff so that you can Key #1: Stay observant of your staff so that you can
identify coaching needs as soon as possible. identify coaching needs as soon as possible.
Key #2: Use effective tools and methods to track Key #2: Use effective tools and methods to track
performance. performance.
Key #3: Conduct a one-on-one meeting promptly to: Key #3: Conduct a one-on-one meeting promptly to:
• Address poor performance • Address poor performance
• Support on-the-job application of • Support on-the-job application of
concepts learned in training concepts learned in training
• Support refining and implementing an • Support refining and implementing an
employee’s career plan employee’s career plan
Key #4: Call attention to: Key #4: Call attention to:
• Poor performance behaviors or actions • Poor performance behaviors or actions
through targeted, incident-based through targeted, incident-based
feedback feedback
• Problems with on-the-job application of • Problems with on-the-job application of
training. Use esteem-building, guided training. Use esteem-building, guided
instruction, and demonstration/ instruction, and demonstration/
modeling. modeling.
Key #5 Explain any discipline steps or Key #5 Explain any discipline steps or
consequences that might result if consequences that might result if
the performance or behavior is not the performance or behavior is not
improved or changed to satisfaction. improved or changed to satisfaction.
Key #6: Help employees take development action or Key #6: Help employees take development action or
implement formal performance implement formal performance
improvement plans. improvement plans.
Key #7: Stay connected by following up on progress Key #7: Stay connected by following up on progress
and providing additional feedback. and providing additional feedback.
(over) (over)
Work Situations That Might Require Coaching Work Situations That Might Require Coaching
Training and orientation of a new employee Training and orientation of a new employee
Instructing an employee in a new job skill Instructing an employee in a new job skill
Explaining the department’s work requirements or Explaining the department’s work requirements or
standards standards
Giving on-the-job support after a training session Giving on-the-job support after a training session
Explaining a change in a job process/procedure Explaining a change in a job process/procedure
Helping an employee prepare for more Helping an employee prepare for more
complex/challenging assignments complex/challenging assignments
Explaining a change in the department’s goals, Explaining a change in the department’s goals,
initiatives, or vision initiatives, or vision
Cross-training an employee for other jobs in the Cross-training an employee for other jobs in the
department department
Helping an employee prepare to implement his/her Helping an employee prepare to implement his/her
career plan career plan
Helping an employee assess his/her assignment load Helping an employee assess his/her assignment load
and set priorities and set priorities
Communicating to an employee that his/her Communicating to an employee that his/her
performance is poor or marginal performance is poor or marginal
Conducting a formal or informal performance review Conducting a formal or informal performance review
Helping an employee adjust to a new job Helping an employee adjust to a new job
role/experience role/experience
Giving an employee correction related to a simple Giving an employee correction related to a simple
performance situation performance situation
Giving feedback or input to an employee who wants to Giving feedback or input to an employee who wants to
become a top performer become a top performer
Work Situations That Might Require Coaching Work Situations That Might Require Coaching
Training and orientation of a new employee Training and orientation of a new employee
Instructing an employee in a new job skill Instructing an employee in a new job skill
Explaining the department’s work requirements or Explaining the department’s work requirements or
standards standards
Giving on-the-job support after a training session Giving on-the-job support after a training session
Explaining a change in a job process/procedure Explaining a change in a job process/procedure
Helping an employee prepare for more Helping an employee prepare for more
complex/challenging assignments complex/challenging assignments
Explaining a change in the department’s goals, Explaining a change in the department’s goals,
initiatives, or vision initiatives, or vision
Cross-training an employee for other jobs in the Cross-training an employee for other jobs in the
department department
Helping an employee prepare to implement his/her Helping an employee prepare to implement his/her
career plan career plan
Helping an employee assess his/her assignment load Helping an employee assess his/her assignment load
and set priorities and set priorities
Communicating to an employee that his/her Communicating to an employee that his/her
performance is poor or marginal performance is poor or marginal
Conducting a formal or informal performance review Conducting a formal or informal performance review
Helping an employee adjust to a new job Helping an employee adjust to a new job
role/experience role/experience
Giving an employee correction related to a simple Giving an employee correction related to a simple
performance situation performance situation
Giving feedback or input to an employee who wants to Giving feedback or input to an employee who wants to
become a top performer become a top performer

Seven Keys

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Seven Keys for

Stella Louise Cowan

HRD Press, Inc. • Amherst • Massachusetts

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Published by: HRD Press, Inc.

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Coaching Key #1: Stay Observant ................................................. 15

Coaching Key #2: Use Effective Tools and Methods.................. 27

Coaching Key #3: Call a One-on-One Meeting ............................ 39

Coaching Key #4: Call Attention to

Coaching Key #5: Explain Improvement Expectations ............ 63

Coaching Key #6: Support Commitment to

Coaching Key #7: Stay Connected................................................. 75

Coaching Key #1: Stay Observant

Coaching Key #2: Use Effective Tools and Methods

Coaching Key #3: Call a One-on-One Meeting

Coaching Key #4: Call Attention to Performance Behaviors

Coaching Key #5: Explain Improvement Expectations

Coaching Key #6: Support Commitment to

Coaching Key #7: Stay Connected

Situations That Call for Coaching . . .

The Return on Investment of Coaching

Reasons for Coaching

Coaching can do all of these things.

Why Leaders Sometimes Stay Away from Coaching

Common Reasons for Avoiding Coaching

✔ I stay away from coaching because . . .

_____ 1. I don’t have time.

Assessing Your Current Coaching Level/Capacity

Coaching for Success Self-Evaluation Tool

Coaching for Success Self-Evaluation Tool (continued)

Coaching for Success Self-Evaluation Tool (concluded)

So what’s your score?

Rookie (Score 0–75) All Star (Score 86–95)

When should you coach?

The Seven Keys for Coaching Power

Coaching: A Multistep Process

Work Situations That Might Require Coaching

Attitudinal signals that indicate performance difficulties:

Thinking through a potential coaching situation is essential if you

Checklist for Performance

Worksheet: Is this a performance coaching opportunity?

2. Dan has been on your staff for

3. Sally has been on your staff for

Worksheet: Is this a performance coaching opportunity?

After you have jotted down some of your observations, consider

Which of the five scenarios appearing on pages 18 and 19 present

Performance Coaching Opportunities

Performance Coaching Opportunities (concluded)

Performance Coaching Worksheet

Specific behaviors, actions, or

• Has there been a change in work

• Have you received negative input

• What have you observed relative

When should you step in and offer an employee help in career

Action Steps in Career Development Notes

Create a systematic tracking process.

Use organizational reports in

Employee Performance Monitoring Form

Organizational Ways I can use the information

Sample Performance Incident-Tracking Tool

Performance Outcome from How Incident Should

Use a chart like the one below to track employee performance.