Improving Employee Performance through Coaching

It is important to note the link between effective coaching and the principles and practices used in North Carolina’s Multiple Response System (MRS). For example:

• Supervisors who are good coaches know that workers respond better to support and positive reinforcement than to punitive pressure or control.
• Successful coaches help workers identify goals and solutions themselves, rather than simply handing down directives and step-by-step instructions.
• Coaching can require more time on the front end, when supervisors take the time to explore problems and brainstorm possible solutions. Yet once that investment is made, workers will be better prepared to act independently and thoughtfully.

In each of these examples, the parallel with the strengths-based, family-centered philosophy and strategies we have embraced as a child welfare system is clear.

Initiation
Coach focuses on worker’s goals by helping the worker define the coaching relationship, clarify desired outcomes, identify strategies for improvement, and identify measures of progress. Examples of questions to use include:

• What would help you . . . ?
• What have you thought about doing (or tried)?
• How will you know you are improving?

Observation and Action
Coach and worker gather data about the worker’s practice. Worker may do this through self-observation. Coach may do this via first hand observation, progress reports, interviews, demonstration, guided practice, modeling, etc.

Reflection
Coach enhances worker’s perceptions and actions by helping the worker summarize impressions of the worker’s progress, compare anticipated and actual results, and apply new information. Questions to ask include:

• What happened when you . . .?
• What did you do to influence what happened? How is this different?
• What changes would you make, if any, next time?
• What have you learned from this process?

Evaluation
Coach reviews the effectiveness of the coaching sessions, either alone or with the worker, identifying the strengths and weaknesses of the sessions, analyzing the effectiveness of the coaching relationship, and determining whether progress is being made to achieve intended outcomes. Based on conclusions, decide whether to continue the coaching process. Questions to ask include:

• Do I need to make changes in the coaching process?
• Am I helping the worker achieve the intended outcomes?
• Should I continue as the coach, or is there someone else in the unit/agency with the specialized experience/skills to coach the worker at this time?

Adapted from Russ, et al., 2003

In her Supervising Child Protective Services Caseworkers, Salus (2004) offers these suggestions for supervisors using coaching to improve employee performance:

Be supportive. State in clear language your understanding of the worker’s situation. Include the nature of the problem, your current understanding of the worker’s feelings about the problem, your objectives, and your desire to support the worker as he or she resolves the problem. Make it clear that this is a problem-solving process, not a disciplinary process. Being supportive does not require accepting the worker’s explanation of the problem or explanations of why it cannot be solved.

Develop an understanding of what is happening. Use active listening to make sure you understand the problem from the worker’s perspective. You may need to ask clarifying questions to understand the cause of behaviors, reactions, or emotions. At the same time, help the workers understand how their contributions to the problem affect the child, family, agency, etc.

Help the worker evaluate how her current performance and behavior are affecting her goals. This helps develop the worker’s interest in change. For example, a worker may be neglecting documentation in favor of “giving more direct time to clients through personal contacts.” The worker’s goals are focused on the client. However, the worker also needs to understand the benefits of paperwork to clients, as well as the consequences of incomplete paperwork. In the worker’s absence, a decision may need to be made based solely or primarily on information available in the family's record. If records are incomplete, a decision may be made that may be contrary to the best interest of a child or parent.

Create a clear, specific, and feasible plan for change. Once the underlying needs are determined, engage the worker in developing goals and future actions. This step involves developing a contract between yourself and the worker that defines clearly what you each want and are willing to offer. Like plans for parents and children, performance improvement plans must have concrete steps and behaviorally defined goals.

Follow up. Second only to inaccurate assessment of the performance problem, failure to follow up is the most frequent reason difficulties in performance persist. To get the worker to enhance his or her performance you must also change some part of your current behavior. Although most supervisors intend to follow-up, many become busy with other priorities. Some avoid follow-up because they do not want to confront the lack of improvement. If improvement is evident, some may assume that no follow-up is needed because the problem apparently is solved. Following up conveys to the unit that the supervisor cares about results.

Provide feedback. Sustaining changes in performance requires supervisory encouragement and positive feedback. Therefore, provide both evaluative and developmental feedback on an ongoing basis to sustain the improvements in the worker’s performance.

Adapted from Salus, 2004