Supportive behavior is not an option in a coaching situation; it is the most distinguishing feature of the process. Supportive behaviors (being encouraging, sympathetic, reassuring, and understanding) is a long term strategy beginning prior to the coaching session and continuing long after it. The fundamental principle in coaching is that negative words create negative emotions which result in negative actions. Moreover, employees appreciate an honest confrontation as long as they do not feel punished in the process. Constructive openness with employees, however, takes a great deal of leadership courage. 

Constructive criticism, a standard ingredient in the employee-supervisor relationship, generates a lot of undue anxiety for both. Even if the supervisor offers his or her assessment objectively and with kind understanding, the criticism is seldom well received by the employee. The sensitive supervisor knows that pointing out performance deficiencies can be threatening to the employee's self-esteem, and in turn, damaging to their work relationship. 

In this workshop, participants will learn how to coach an employee through a process of self-discovery where criticism is unnecessary. This method combines the techniques of coaching, self-evaluation and goal setting. The contrast between coaching and disciplinary techniques will be examined so that participants clearly understand the difference. 
 

• more positive employee attitudes regarding performance discussions
• ability to assist the employee in realistic performance-based goal-setting
• know and act upon the importance of frequent coaching sessions
• better insight into one's personal impact on employee performance
• ability to assist employees to diagnose and resolve performance issues

• eliminate the manager's anxiety over performance discussions
• substantial employee involvement in the coaching process
• increased employee commitment to self-improvement
• improved employee performance
• effective, coaching, and feedback skills

• Coaching

-  competence in facilitating a coaching discussion 
-  skill in performing the four critical skills that good coaches exemplify 
-  employ an eight step coaching strategy that enables employees to assume responsibility for
    their own improvement 
-  ability to utilize a technique of "self-discovery" in the coaching process 
-  execute a strategy for gaining an employee's commitment to self- development goals 
-  proficiency in generating an individual performance improvement plan 
-  knowledge of how to best implement such a plan 
-  recognize and carry out six separate objectives of coaching sessions 
-  discern the critical relevance of post-discussion follow-up 
-  discriminate between coaching and discipline strategies; know when to use each 
-  competent  preparation for giving an effective coaching session 
-  facility in guiding the employee to prepare for a coaching discussion

• Performance Feedback

-  proficiency in using different methods for confronting the performance issues of below
    standard, mediocre, and superstar performers 
-  skill in generating questions that enable employees to evaluate themselves 
-  ability to conduct a negative feedback session without using criticism 
-  recognize that performance feedback must be a daily management activity 
 
• Goal Setting

 - recognize and avoid those practices which contribute to goal achievement failure 
 -  distinguish between performance goals and development goals 
 -  draft clear development goals that provide the employee with a well-defined plan to follow
      and a way to measure their progress 
 -  skill in creating a strong relationship between goal setting and performance improvement 
      strategies 
 -  proficiency in meeting the ten criteria for developing viable goals