CH-10-11 Meetings and Facilitation Skills – Supervisory Management: The Art of Inspiring, Empowering and Developing People : Chapter Notes

This Document Contains Chapters 10 to 11 Chapter 10 Meetings and Facilitation Skills Teressa Ramsay, Extraordinary Leader and Facilitator The preview of this chapter focuses on Teressa Ramsey, the Executive Director of Family Promise of Coastal Alabama. Through her outstanding meeting and facilitation skills as a leader, Teressa has helped Family Promise of Coastal Alabama grow its staff and maintain an 80 to 85 percent success rate, so more than 80 percent of the families are able to attain and sustain their housing. These productivity levels would be desirable in any industry, but to achieve these outcomes with a budget of less than $400,000 is quite impressive. I. The Changing Technology of Meetings • Advances in technology are altering the meeting landscape for many organizations and supervisors. o Computers (including laptops and computer software), smart phones, and videoconferencing equipment have broadened available communication media. o Meetings conducted through e-mail or web-based computer software are becoming standard for many organizations and will increase as these tools become more simple and cost effective. • Technology changes also serve as support tools for face-to-face meetings. o PowerPoint software enables high-quality visual presentation; other packages support participation through voting, immediate electronic tabulation, and display of results. o Other technology enables electronic display of a working agenda and can record the disposition of each agenda item discussed, including action taken, names of people responsible for action, dates for completion, and so on. • For many managers and supervisors, the face-to-face meeting remains the setting most utilized. II. Purposes of Meetings • Meetings in today’s organizations are a fact of organizational life. • Estimates of time spent in meetings ranges from several hours to several days weekly, depending on the organization and position, with supervisors spending more time than non-supervisory personnel. • The need to manage and facilitate efficient and effective meetings is critical. o Some organizations, including Nestlé USA, established a policy of scheduling one day weekly when no meetings are held to allow personnel time to “get their work done.” • Some meetings are unproductive because irrelevant information is presented, key people are missing, meeting leadership is poor, and nothing meaningful is achieved. • Meetings generally are called to achieve one or more of the following purposes: o To give information o Exchange information o Obtain facts about a particular situation o Solve a problem A. Information Giving • The information-giving meeting is held to make announcements of new programs and policies or update present ones. o The meeting is closely controlled by the leader or those who are called on to provide information to the group, frequently by means of committee reports. o There tends to be little feedback from group members unless they have questions to ask or points to clarify about the information presented. o This is the easiest type of meeting to conduct as its format is highly structured and lends itself well to large groups. B. Information Exchange • The information exchange meeting is held to obtain information from group members and allow them to provide information to one another. C. Fact Finding • Only relevant facts about a problem or situation should be sought in a fact-finding meeting. o The leader does not focus on finding solutions but rather on understanding the problem or situation. o Once the facts have been uncovered, the supervisor has a better understanding of the situation. D. Problem Solving • The problem-solving meeting combines the other purposes of information giving, information exchange, and fact finding. o Considered the most challenging of the meeting types, this type of meeting is held to identify the major elements of a problem, discuss and evaluate alternative solutions, and ultimately make a decision as to the proper action to take. III. Approaches Used at Meetings • The interactions that take place at meetings vary greatly; much depends on the purpose of the meeting and the meeting leader’s personal style. • One of the following two approaches is generally used in conducting meetings: o A leader-controlled approach o A group-centered approach A. Leader-Controlled Approach • The leader-controlled approach is used at meetings of large groups in which the leader clearly runs the show and the open flow of information is impeded. o This approach is often used at information-giving meetings or with large groups. • Advantages of the leader-controlled approach are as follows: o This approach is easier on the leader, because the fairly rigid structure means that there are few surprises. o Allows a large amount of material to be covered quickly. o It lends itself to larger groups. • Disadvantages of the leader-controlled approach are as follows: o This approach discourages a free flow of information. o All comments from the group must go through the leader which means spontaneous, direct remarks may go unmade. o Creative “piggy-backing” of ideas is stifled. o Members have no real opportunity to get sensitive and emotional issues out in the open and blow off steam. B. Group-Centered Approach • The group-centered approach is used at meetings in which group members interact freely and address and question to one another. • The leader uses facilitation skills to keep the meeting moving by directing/redirecting focus, asking for clarification, making sure everyone speaks, summarizing the group’s position, and so on. • The advantages of the group-centered approach stem from the greater interaction that occurs at the meeting. Some of the advantages are as follows: o It results in a better understanding of the members’ viewpoints. o If the purpose of the meeting is to solve a problem, the free flow of information may contribute to a better decision. o When people can express their emotions or disagreements, they feel better. • Disadvantages of the group-centered approach are as follows: o The meeting takes up more time than leader-controlled approach. o Increased interaction among members means the leader’s skills are tested more severely. o Because of its interpersonal nature, this approach is not suited to large groups. C. Which Approach Should You Use? • The approach a supervisor should use depends upon a number of factors, such as: o The size of the group o The ability of the group members o The amount of time allowed for the meeting o The leader’s skills o The subjects to be discussed IV. Advantages and Disadvantages of Meetings • Some supervisors prefer to communicate on a one-on-one basis. A. Advantages of Meetings • Meetings save time, ensure the supervisor’s communications are consistent, and permit a formal exchange of important information and ideas. 1. Save Time • By having a meeting, supervisors can save a great deal of their personal time that would otherwise be spent tracking down each of their employees. o When minutes of the meeting are distributed to members, they serve as a permanent record of what occurred or agreed on. 2. Ensure Consistency of Information • Meetings provide an opportunity for all members present to hear the same message. • Questions or comments from team members may help clarify the communication or add a slightly different flavor to it. 3. Permit Formal Exchange of Information • Individual members may have information that must be shared with all the other group members. • A comment made by one member may trigger an important thought in another member. • Presenting important information to the work group conveys the seriousness of the situation and dramatizes the impact of the message. B. Disadvantages of Meetings • Meetings may result in watered-down decisions, may not be cost effective, and may be too impersonal. 1. Many are Unnecessary • Meetings interrupt members’ work day, may take them away from higher priority tasks and compete with other activities such as deadline-driven tasks, and can add significantly to job stress. 2. May not be Cost Effective • The cost of meetings includes salaries for that hour, and also the costs for vacations, holidays, sick leave, medical insurance, and so on. o The meeting must therefore provide information important enough to justify the cost associated with it. o Costs associated with time spent planning for the meeting or traveling are not included. 3. May Water Down Decisions • The decisions made at the meeting may simply reflect the average input of members, rather than the ideas of the best members if it is not properly conducted and its members are not committed to effectiveness. • Knowledgeable members may suppress their own disagreements simply for the sake of harmony. 4. May become too Impersonal • Meetings may not allow the personal interaction required for many sensitive issues. • Because a meeting involves a more formal setting with many people present, some employees will be reluctant to speak up. V. Making Meetings Effective A. Factors to Consider Before the Meeting • Two important pre-meeting steps ensures an effective meeting: o Have a clear purpose o Preplan the meeting 1. Have a Clear Purpose • If a meeting is necessary, one should have a clear purpose for it, otherwise it will only waste everyone’s time, including one’s own. • As mentioned earlier, meetings can serve any of the following purposes: o To give information o Exchange information o Obtain facts o Solve a problem • Having a clear purpose responds to the question participants ask themselves: “Why are we here?” • Having a clear purpose also enables other pre-meeting plans to be developed to support the purpose. 2. Preplan the Meeting • Many meetings are doomed from the start because of poor initial planning. • Proper planning requires the leader to do some work before the meeting begins; such work might include the following: o Make sure the people who are to attend the meeting have adequate advance notice (unless it’s an emergency meeting). o Make sure key people will be able to attend. o Develop and distribute copies of the meeting agenda in advance. o Let people know in advance if they are expected to provide information or make a report. o Check to see the meeting room is arranged as desired and the visual aids intended to use function properly. o Form a general idea of how long the meeting should last. B. Factors to Consider During the Meeting • Following are steps to help ensure the meeting’s success: o Starting the meeting on time o Designating someone to take minutes o Clarifying your objectives and expectations o Keeping the meeting on the desired topic o Encouraging participation o Making sure there is closure 1. Start on Time • To avoid unnecessary delays, the supervisor should begin the meeting as scheduled. o If a supervisor consistently waits for late arrivals, attendees may get the message that it is okay to be late, and successive meetings will start later and later. 2. Designate Someone to Take Minutes • Especially for information exchange, fact-finding, and problem-solving meetings, it is helpful to have someone record the important points discussed and agreed on at the meeting. o These points are then outlined in a document called the minutes of the meeting and copies are distributed after the meeting. 3. Clarify Your Expectations • As the leader of the meeting, one should introduce each item—to give information, exchange information, obtain facts or solve a problem and make a decision—on the agenda by stating your purpose for including it. • The supervisor should carefully outline the role of the group in the decision-making process. 4. Provide Leadership • Ineffective leadership ruins many well-prepared meetings. • The supervisor must be prepared to demonstrate leadership in the following ways: o They should keep the meeting moving. o They should see to it most or all members contribute to the discussion. o They should summarize the apparent position of the group from time to time. o They should address various problems related to participant behavior. 5. Encourage Two-Way Communication • In most meetings, the leader’s job is to facilitate openness and interaction among group members, especially when the leader uses the group-centered approach. • The leader must be an alert listener and skilled in helping individuals in the group to express themselves. o A key skill is the ability to use questions to involve individual members or the entire group in the communication process. C. Work to Achieve Consensus Decisions • Consensus is frequently misunderstood. o It does not mean members agree with the decision; it means they agree to accept it, even though they may not personally favor it. • Consensus is more difficult when members have personal stakes in decision outcomes and when there is much member diversity. o Consensus is not always achievable; some members openly state their intent not to support the group’s decision. • Consensus is more likely when a group’s members does the following: o Openly state their true feelings, ideas, and disagreements. o Examine their different views fully. o Try to understand underlying reasons behind their differences on an issue. o Actively listen to and seek to understand other members’ positions. o Focus on issues rather than on personalities. o Avoid actions that polarize members or lock them into positions. 1. Get Closure on Items Discussed • Achieving closure means reaching a conclusion with respect to a given agenda item that has been discussed. D. Factors to Consider After the Meeting • When the meeting is over, it should be followed up by making sure the minutes (if any) are distributed and any important decisions or responsibilities assigned to specific individuals are carried out. 1. Distribute Copies of the Minutes • Distributing copies of the minutes of the meeting is important for the following reasons: o The minutes serve as a permanent record of what has been agreed on and committed to at the meeting. o The minutes identify topics on the agenda that have not been dealt with completely or have been suggested for a future meeting. o The minutes permit a smooth transition, allowing one to take up where he or she left off at the next meeting. 2. Follow Up on Decisions Made • It is crucial the supervisor follow up on any actions agreed on and any decisions made during the meeting. o The follow-up may consist of personal observations or visits. o It may also involve reports that keep the supervisor informed of progress regarding the agreed-on commitments. VI. What is Group Facilitation? • Group facilitation is a process of intervening to help a group improve goal setting, action planning, problem solving, conflict management, and decision making in order to increase the group’s effectiveness. o An outside facilitator can be helpful, or the supervisor can carry out the process. • As organizations cope with increasingly rapid change, the need for facilitation to improve their effectiveness increases. A. Role of the Facilitator • A good foundation for being an effective facilitator requires experience and knowledge, not only of dynamics of the group but also of decision making, problem solving, communications, motivation, and leadership. • Following are the core skills essential for an effective facilitator: o Communication skills—listening and asking the right questions. o Leadership skills—participative management and developmental leadership. o Problem-solving skills. o Group dynamics skills. o Conceptual and analytical skills. o Conflict management skills—principled negotiation. o Process consultation skills—intervention and diagnostic insights. B. Process Consultation • Process consultation skills are identified as being among the core skills of an effective facilitator. o This role involves sitting in on team or task force meetings, observing the group’s process, and intervening, if needed, to help the group function more effectively. • An effective facilitator is primarily a helper and wants the group to achieve long-term development and continuous process improvement. • The following three consultation models are drawn extensively from author/consultant, Edgar Schein in comparing them: o Purchase-of-Expertise Model o Doctor-Patient Model o Process Consultation Model 1. Purchase-of-Expertise Model • Purchase-of-expert-information is the most widely used form of consultation. o It occurs when the organization decides to call on an expert to help solve a problem or add a service. o Schein points out this model frequently produces a low rate of implementation of the consultant’s recommendations. • This model is based on many assumptions that must be met for it to succeed, and therein lies its weakness. The assumptions are as follows: o The manager correctly diagnosed the organization’s needs. o The manager correctly communicated those needs to the consultant. o The manager accurately assessed the capabilities of the consultant to provide the information or service. o The manager considered the consequences of having the consultant gather the information and is willing to implement the changes recommended by the consultant. • Another weakness is based on a “tell and sell” method by the expert and there is no “ownership” by the client. 2. Doctor-Patient Model • A relationship between a consultant and an organization can be likened to that of a doctor and a patient. o As Schein points out, this model places a great deal of power in the hands of the consultant in that he or she makes a diagnosis and also prescribes a treatment. o The success of the model then depends on whether:  The initial client accurately identified which person, group, or department is “sick.”  The “patient” revealed accurate information.  The “patient” accepts the prescription, that is, does what the doctor recommends. 3. Process Consultation Model • Process consultation is a consultative model that involves others in making a joint diagnosis and eventually providing others with the skills and tools to make their own diagnoses. o The consultant refrains from solving the problem for the client. o The emphasis is on facilitating the process so the client learns problem-solving skills. • Although the facilitator may make suggestions or raise questions, the client makes the ultimate decision and develops the action plan or remedy. • The underlying assumptions of the process consultation model follow. o Clients/managers often do not know what is wrong and need special help in diagnosing what their problems actually are. o Clients/managers often do not know what types of help consultants can give to them; they need to be informed of the kind of help to seek. o Most clients/managers have a constructive intent to improve things, but need help to identify what to improve and how to improve it. o Most organizations can be more effective if they learn to diagnose and manage their own strengths and weaknesses. o Unless remedies are worked out jointly with members of the organization, who know what will and will not work in their culture, such remedies are likely either to be wrong or resisted because they come from an outsider. o The process consultant can provide alternatives, but decision making about such alternatives must remain in the hands of the client. o The essential function of process consultation, or PC, is to teach the skills of how to diagnose and fix organizational problems. In this way, the client is able to continue on his or her own to improve the organization. C. Facilitating Teleconferencing • Sometimes because of the expense of bringing people from distant locations for a meeting, a facilitator may set up or make arrangements for a teleconference. • Tips for facilitating teleconference are given in Exhibit 10-12 in the chapter. VI. Leadership Strategies • Effective facilitation requires the supervisor to learn how to balance three key dimensions: process, relationships, and outcomes. o The process must be open, achieve desirable results, ensure participants feel safe, and guide—not lead—the group. o With regard to maintaining effective relationships, participants must feel as if tension is managed appropriately, everyone has the opportunity to participate and contribute, and individuals listen respectfully. o Ultimately, the facilitator’s goal is for the group to accomplish its task or achieve its desired outcome. • Effective internal facilitators are critical for an organization’s success. • The most effective facilitators come from supervisor/team leader ranks and are closest to where the real work of the organization takes place. • There are a number of firms providing either training for facilitators who then return to their own organizations or provide facilitator consultants who work with organizations in-house. • The International Association of Facilitators (IAF), a nonprofit organization, provides opportunities for members (facilitators) to meet and exchange ideas to improve competencies in helping groups and organizations. VII. Chapter Review The PowerPoint slides correlated with the Lecture Outline above are available on the Instructors CD-ROM and on the product support website. PowerPoint Slide 10-1 Chapter 10 Title PowerPoint Slide 10-2 Learning Objectives PowerPoint Slide 10-3 Learning Objectives (cont’d) PowerPoint Slide 10-4 Changing Technology of Meetings PowerPoint Slide 10-5 Purposes of Meetings PowerPoint Slide 10-6 Leader-controlled Approach PowerPoint Slide 10-7 Interaction in the Leader-Controlled Approach (Text Exhibit 10-2) PowerPoint Slide 10-8 Group Centered Approach PowerPoint Slide 10-9 Interaction in the Group Centered Approach (Text Exhibit 10-3) PowerPoint Slide 10-10 Advantages and Disadvantages of Meetings PowerPoint Slide 10-11 Factors to Consider Before the Meeting PowerPoint Slide 10-12 Factors to Consider During the Meeting PowerPoint Slide 10-13 Suggestions for Handling Disruptive and Inappropriate Behaviors at Meetings (Text Exhibit 10-7) PowerPoint Slide 10-14 Suggestions for Handling Disruptive and Inappropriate Behaviors at Meetings (Text Exhibit 10-7) (cont’d) PowerPoint Slide 10-15 Factors to Consider During the Meeting PowerPoint Slide 10-16 Strategies to Achieve Consensus Decisions PowerPoint Slide 10-17 Eleven Team Members Scoring of Six Alternatives Using the 10-4 System (Text Exhibit 10-9) PowerPoint Slide 10-18 Factors to Consider After the Meeting PowerPoint Slide 10-19 Group Facilitation PowerPoint Slide 10-20 Core Skills for the Effective Facilitator (Text Exhibit 10-10) PowerPoint Slide 10-21 Basic and Developmental Facilitation (Text Exhibit 10-11) PowerPoint Slide 10-22 Purchase-of-Expertise Model PowerPoint Slide 10-23 Doctor-Patient Model PowerPoint Slide 10-24 Process Consultation Model PowerPoint Slide 10-25 Process Consultation Model (cont’d) PowerPoint Slide 10-26 Tips for Facilitating Teleconferencing PowerPoint Slide 10-27 Tips for Facilitating Teleconferencing PowerPoint Slide 10-28 Important Terms 1. Explain some of the ways technology is impacting meetings. Students’ answers may vary. Advances in technology are changing the way meetings are conducted. Computers, smartphones, and videoconferencing equipment have broadened the communication media available. Also, meetings conducted through e-mail and web-based software are becoming standard for many organizations. Technology is also changing the nature of face-to-face meetings. Tools such as PowerPoint presentations and electronic display of the agenda improve meeting effectiveness. Although web-based meetings are becoming more popular, the face-to-face meeting is still the most common. 2. Name the four basic purposes of meetings. Of these, which generally requires the most skill on the part of the leader? The four basic purposes of meetings are as follows: • Information-giving • Information-exchange • Fact-finding • Problem-solving The problem-solving meeting requires the most skill on the part of the leader since it involves much group interaction. It is the most challenging of all the meeting types. 3. Differentiate between the leader-controlled approach and the group-centered approach used in meetings. The leader-controlled approach is used at meetings of large groups in which the leader clearly runs the show and the open flow of information is impeded. In the group-centered approach, group members interact more freely and address and question one another; the leader keeps the meeting moving by directing/redirecting focus. The distinguishing factor is who’s controlling the meeting. 4. What are the advantages and disadvantages of meetings? The advantages of meetings are that they save time, ensure consistency of information, and permit formal exchange of information. The disadvantages are that meetings may not be cost-effective, may be too impersonal, and may result in watered-down decisions. 5. Describe the actions a supervisor can take before, during, and after a meeting to make it effective. Before the meeting, supervisors should determine whether a meeting is necessary, have a clear purpose for the meeting, and preplan the meeting. During the meeting, supervisors should start the meeting on time, designate someone to take minutes, and clarify their expectations, provide leadership, encourage two-way communications, and work to achieve consensus decisions and get closure on items discussed. After the meeting, supervisors should distribute copies of the minutes and follow up on agreed-on commitments. 6. Discuss the purpose of group facilitation and the role of the facilitator. Group facilitation is a process of intervening to help a group improve in goal setting, action planning, problem solving, conflict management, and decision making in order to increase the group’s effectiveness. The facilitator is primarily a helper and wants the group to achieve long-term development and continuous process improvement. 7. How does process consultation differ from other models of consultation? In contrast to the other models of consultation, the process consultation model involves others in making a joint diagnosis and eventually provides others with the skills and tools to make their own diagnoses. Also, the consultant refrains from solving the problem for the client. The emphasis is on facilitating the process so the client learns problem-solving skills. Skill Builder 10.1 Achieving Group Consensus (Group Activity) Works with SCANS competencies: Interpersonal Skill, Information, Resources, Systems The table in this exercise lists the qualities most valued in a leader. These qualities appear in no special order and do not represent an all-inclusive listing. Students should be asked to rank these according to their personal view of what is most important to what is least important. Next separate the students into groups of seven to nine persons and allow them to pick a leader and two observers. Then, as a group, have students read the discussion about the consensus process. Once students understand the process, have them develop group rankings of the qualities listed to understand the consensus process involved. The observers’ task is to observe the meeting, taking notes. Ask them to evaluate (a) the effectiveness of the leader’s behavior in conducting the meeting and (b) the extent to which consensus was actually achieved by the group. The observer should complete the leader assessment scale presented in this exercise. Ask them to report their observations to the group. (Keep the report to five minutes.) Skill Builder 10.2 Effective/Ineffective Meetings Survey (Group Activity) Works with SCANS competencies: Interpersonal Skill, Information, Systems For this exercise, students should follow the instructions listed below: 1. Identify a specific meeting in which you have participated that you would consider highly effective. Make a written list of the reasons why you considered the meeting “highly effective.” 2. Identify a specific meeting in which you participated that you would consider “highly ineffective.” Make a written list of the reasons why you considered the meeting “highly ineffective.” 3. From teams of three to five persons, compare your lists with those of other members and discuss the two lists. 4. Select a spokesperson to present to the class a summary of your team’s lists to discuss. 5 As a follow-up assignment, each team should visit http://www.iaf-world.org/i4a/pages/index.cfm?pageid=3387 and download the Basic Facilitation Primer. Based on your class lists, develop recommendations using the primer to ensure effective meetings in the future. This Skill Builder provides an opportunity for students to apply the chapter concepts to their own experiences. This should start an interesting class discussion of meeting “horror stories.” Skill Builder 10.3 Meeting Facilitation Challenges (Group Activity) Works with SCANS competencies: Interpersonal Skill, Information, Technology, Resources, Systems Ask students to assume they are the supervisor leading their work team in addressing an important issue. A list of situations representing incident that crops up during the meeting is presented. Students should follow the instructions listed below: 1. Indicate how you would handle each situation by writing down the exact words you would say. 2. In groups of four to six students, compare your responses to each situation. Select one for each situation that your group feels is best and read it to the rest of the class. Skill Builder 10.4 Developing Skills as a Facilitator/Consultant (Group Activity) Works with SCANS competencies: Interpersonal Skill In preparation for this exercise, reread the section on process consultation. Keep in mind the primary role of the facilitator/consultant is that of helper to an individual, group, or an organization. Students should follow the instructions below: 1. Each member of the class is to identify a problem or issue that he or she needs help. It may be you need help improving your study habits and grades. It may be you are having a problem at work with your boss or with someone who works with you or for you. The guideline is it must be a real problem or issue and you “own” the problem. 2. The class is to be divided into groups of three. Each member of the trio will take turns being the client and receiving help from the other two members. The client will start the process by stating the issue or problem and will have 20 minutes to receive help. 3. The other two members will ask questions to clarify, expand on, and sharpen the diagnosis. In carrying out the questioning, the facilitators will play an active listening role and ask questions that not only help them in understanding the problem, but also aid the individual being helped to better understand. Examples of such questions would be: “When did you first start having this problem? Can you expand on the history of your relationship with this coworker?” 4. Ask the client what steps, if any, have been initiated to solve the problem. 5. Move into a joint problem-solving framework where all three of you engage in brainstorming ideas on how to deal with the problem. 6. Put together an action plan using the best ideas on specific actions the client can take to solve the problem. This exercise will help students develop skills as facilitators/consultants in problem solving. Keep in mind that process consultation involves others in making a joint diagnosis and eventually provides others with the skills and tools to make their own diagnosis. The consultant refrains from solving the problem for the client, and emphasis is on facilitating the process so the client learns problem-solving skills. Skill Builder 10.5 Facilitator Training (Group Activity) Works with SCANS competencies: Interpersonal Skill, Information, Resources, Systems Students are asked to assume they are in training to become an external facilitator/consultant and are faced with the following situations: Your Task: First you are to choose the correct answer from the three alternatives and write the letter (a, b, c) that corresponds to the answer provided under the heading “Your Answer.” You will have 10 minutes to complete the task. Team Task: You will be assigned to a small team of trainees to develop a team answer. Although the team will arrive at its answer through consensus, remember consensus does not always mean unanimity. It means everyone has an opportunity to have his or her views considered before a choice is made. You will have 30 minutes to complete the team task. How would you handle the following situations if you were the facilitator? In this Skill Builder seven situation are presented. Have students give their answer to each of the situations presented and, also, their team’s answer. The following are the expert’s answers to each situation. 1. c 2. b 3. b 4. c 5. c 6. c 7. Suggest to the chairperson that she/he meet individually with each of the disruptive members. Tell them how they are disrupting the program and suggest how they can improve their performance. If they can’t, suggest that they leave the group. Case 10-1 The Quiet Meeting 1. What might be some reasons for participants not saying much at Debbie’s meetings? Students’ answers may vary. Possibly the members of the group are intimidated by Debbie. Also, they may feel it is useless to offer suggestions because in the past they were never strongly considered. Or, perhaps because of negative attitudes toward management in general, the informal norm is “don’t cooperate.” 2. Assume you are a facilitation consultant. What advice would you give Debbie for encouraging participation in future meetings? Students’ answers may vary. Before advising Debbie on a strategy for overcoming this problem, some additional information would be helpful, such as the following: • What has been Debbie’s response to previous suggestions? Does she support them, compliment the person, make fun of the suggestions, or overrule most suggestions? • How long has Debbie supervised this group? If the period of time is short, say several months, there still may be a “trust” problem. • What are relations, in general, between management and employees? It is possible that if the relationship is highly negative, the apathy is directed toward the company, not just Debbie. • If Debbie is relatively new, what was the last supervisor like and what was his or her relationship with the group? This is also an important factor. Debbie should ask for their feelings on the subject before she tells them that she already has some ideas. She might also employ some of the questioning techniques given in the chapter, such as asking for reactions to an alternative solution, calling on a given person for his or her opinion, and so on. Also, she can develop an agenda for the meeting in advance and indicate that she will ask certain people for their ideas at the meeting. Chapter 11 Coaching for Higher Performance Stacy Aldeman: Paintbox Manager Stacy Adelman has what she calls the perfect job as Paintbox manager for the world class Montage Resort Hotel in Laguna Beach, California. She loves how she spends her day—working with children of hotel guests daily. She also loves the Montage culture of “connecting with guests” that is the industry’s envy. Then, there is also its strong commitment to employee training and development—the respect with which it treats employees and continuously supports their growth. Since its 2003 opening, the Montage has won rave reviews for its excellence; after just four short years, its CEO, Alan Fuerstman, was named Resort Executive of the Year by hospitality industry leaders. I. What is Coaching? • The essence of supervisory coaching is helping individuals become more effective performers. • Think of coaching as the interpersonal process supervisors and managers use to help individuals continually reach their highest levels of performance. • Coaching is a one-to-one relationship that starts when a new employee joins the team and continues throughout his or her tenure in the work unit. • Supervisors continually coach individuals to help them achieve increasingly higher levels throughout their careers. A. Coaching is Performance Linked • The focus of coaching conversations is employee performance. • Through effective coaching, the supervisor can help an employee become an increasingly effective performer. • Some situations, such as helping an employee learn a new skill or addressing a problem of substandard work, are more obviously performance linked. • Others are less directly performance related, such as helping an employee to prepare for advancement or to better understand and overcome insecurities. • In the 1940s, many large organizations experimented by employing professionals to serve as organization-wide counselors. • The counselors’ job was to listen to employees’ job-related, personal, and emotional problems. • These programs had limited success because the counselors worked outside the formal chain of command. • Today, the individual supervisor often is considered the “first line” of counseling. • A team member’s problems often affect his or her work performance, attendance, and relationship with colleagues, and so on. • While supervisors cannot resolve personal problems, they must at least understand the problem and urge the employee to seek adequate help if the problem has the potential to impact the employee’s job performance negatively. B. Current Emphasis on Coaching • Coaching gained momentum in the quality-driven 1990s and today is increasingly becoming the trademark in “best of class” organizations. • Because organizations and work units have become more culturally diverse, managers and supervisors must understand their people as individuals, considering their needs, competencies, goals, attitudes, insecurities, and concerns. • Coaching efforts must be tailored to the individual being coached. C. Why Supervisors Reject Coaching • Many lack confidence and may feel uncomfortable counseling employees and are often embarrassed to discuss problems of substandard performance. • Many supervisors view coaching as a passive process. • They are more inclined through experience to have ready answers for everyone’s problems and to deal with performance matters expeditiously. • Supervisors tend to be “tellers” which is an active, fast way to handle things. • Effective coaching involves more open, two-way communication and greater emphasis on the supervisor’s listening skills. • Coaching takes considerable time; many supervisors become caught up in managing “details” and neglect coaching. II. The Coaching Functions • There are different ways to understand effective coaching. • One is to examine why someone conducts a coaching session—that is, the function coaching is intended to serve. • Coaching serves four fundamental functions: (1) tutoring, (2) mentoring, (3) confronting/challenging, and (4) counseling. A. Tutoring • Tutoring involves a large range of coaching situations that help a team gain knowledge, skill, and competency. • The goal is to avoid complacency with present skill levels and develop a commitment to continuous learning. B. Mentoring • Mentoring is the coaching activity that helps develop careers in others. • It may also mean: ○ Helping an employee see the potentially negative impact of behavior he or she is considering. ○ Understanding how to approach and gain influence with powerful organization members. ○ Learning who key players are in given circumstances. ○ Understanding how relevant past or current events should influence the team member’s actions and behavior. • Successful supervisory coaches aid in giving good career guidance, and keep a watchful eye for effective development of their team members’ careers. • In about 75% of the “Top 100 Best Places to Work,” supervisors perform formal mentoring. • Mentoring comes into play by being more personal, practical, and job specific than training. C. Confronting/Challenging • The confronting/challenging coaching function is most directly performance related. • Supervisory coaches establish clear performance standards, compare actual team member performance against those standards, and address performance not meet those standards. • Often supervisors find it difficult to confront and challenge team members regarding performance issues. D. Counseling • Counseling is the coaching function whereby the supervisor helps an individual recognize, talk about, gain insight into, and solve either real or perceived problems that affect performance. • The manager’s role is to help the individual determine his or her own course of action. • The most common mistake is the tendency to give advice rather than to help an employee think through, understand, and develop alternatives to problems. • Supervisors should show sensitivity and help a team member understand how personal problems affect job performance. • All four functions have much in common and are often combined in a single coaching session. III. Coaching and Understanding Diversity • Today’s organizations reflect considerably more employee diversity than in the past years. • The supervisor’s ability to relate to and understand an employee’s needs, sensitivities, and uniqueness is crucial to successful coaching. IV. The Coaching Skills • The coaching process usually involves a number of spontaneous interactions that occur in a relaxed, personal setting. • The supervisor must create a supportive atmosphere that encourages contact. • Supervisors must establish an open, receptive communication climate, and effective listening is a critical coaching skill. A. Coaching: The Core Skills • A given coaching session may involve several or perhaps even most of these skills. 1. Acknowledging • Acknowledging is showing through a range of nonevaluative verbal responses, that you listened to what the employee has stated. • The acknowledging skill is designed to bounce the communication ball back to the employee and allow him or her to develop the information further. 2. Attending • Attending showing through a nonverbal behavior you are listening in an open, nonjudgmental manner. 3. Affirming • Affirming is communicating to an employee his or her value, strengths, and contributions or other positive factors. 4. Confirming • Confirming is making sure an employee understands what has been said or agreed upon. • Confirming may also occur with an eye to the future. 5. Pinpointing • Pinpointing is providing specific, tangible information about performance to an employee. 6. Probing • Probing asks questions to obtain additional information or exploring a topic at greater length. 7. Reflecting • Reflecting is stating in your own words your interpretation of what the employee has said or feels. 8. Resourcing • Resourcing can be done by providing information, assistance, and advice to employees. 9. Reviewing • At the end of a coaching session, reinforcing key points to ensure common understanding is the skill of reviewing. 10. Summarizing • Summarizing is pausing in the coaching conversation to summarize key points. • Some skills (acknowledging and attending) relate to the atmosphere or environment of the coaching session; other skills (pinpointing, probing, and resourcing) relate to the content of the session. V. Coaching for Improved Performance: Confronting and Challenging • Supervisors must address problems in performance. • Many managers do it in a blunt, threatening way that may cause resentment. • It is essential the issue of poor performance be addressed by the supervisor early in the meeting. • Supervisor’s comments should be pinpointed specifically to give the employee something concrete. • In conducting a confronting/challenging coaching session, the supervisor should use the basic coaching skills while remaining focused on the performance issue. • Tom Gordon, a well-known writer on leadership and interpersonal issues, advocates the use of what he calls “I” messages when we want to effectively alter someone’s behavior. • He says there are three major parts of an “I” message. ○ Feelings: Indicate how you feel about the effects of the behavior. ○ Behavior: Identify the specific behavior. ○ Effect: Spell out the end result of the behavior. • The message focuses on the behavior, its effect, and how it makes you feel. • The goal is to correct performance in a way that retains the employee’s ego and maintains a positive relationship between supervisor and employee. VI. Coaching: The Counseling Function • Counseling involves a broad range of emotional areas, ranging from an employee’s frustrations, insecurities, anger, and resentment to his or her lack of commitment. • The objective of counseling is to help an employee better understand him or herself and, where needed, to develop a plan of action to resolve the issue. • The coach’s job is to help the individual more fully discuss and understand the problem being experienced. • Feelings, emotions, and attitudes may be exchanged. • In counseling, the listening-related skills of attending, acknowledging, reflecting, and probing are especially essential. • Counseling helps identify and help both supervisor and team member understand those “below-the-surface” factors that are influencing the team member’s performance. • The team member, not the coach, usually initiates the counseling session, with no advance warning. A. Areas of Employee Counseling • Counseling is involved in virtually all aspects of the supervisor-employee relationship. It begins with the hiring phase and does not end until the employee leaves the company. 1. Job Performance • Counseling is especially important in the area of job performance. • Numerous factors, the supervisor is unaware of, influence employees’ job performance. • A good rule of thumb is to always be prepared to counsel when addressing below-standard employee performance especially for employees without performance difficulties in the past or who only recently engaged in negative job behavior. 2. Physical and Emotional Illness • The employee must clearly see the impact or potential impact of these problems upon performance. • Behaviors such as increased accidents, need for increased rest breaks, frequent off-the-job emergencies, deteriorating personal appearance, and overreaction to criticism may indicate substance abuse. • The rash of corporate downsizings, mergers, and financial and ethical mismanagement has created unparalleled emotional anxiety. 3. Personal Problems • The supervisor should counsel an employee with personal problems if the problem impacts present or future job performance. • However, a supervisor should be careful when dealing with personal problems, for several reasons. ○ Employees may feel resentful or embarrassed after “opening up” or disclosing highly personal matters. This may jeopardize their future job relationship with their supervisor. ○ If the supervisor makes too concerted an effort to probe into more than an employee cares to divulge, the employee may be resentful. ○ If the supervisor gives advice on personal problems and the results turn out unsatisfactorily, the supervisor will be blamed. In addition, the supervisor and/or the company may be open to legal liability. • In general, counseling should be restricted to factors that affect job performance. B. Role of Employee Assistance Programs in Counseling • Employee Assistance Programs (EAPs) emerged to extend professional counseling and other services to employees confronted by unresolved personal or work related problems. • In cases where an EAP does not exist, a supervisor may refer an employee to counseling services provided within the community, most of which have public mental health or social service professional counseling available. • A society of Human Resource Management survey of small firms with fewer than 100 employees showed 70 percent provided EAP services. • The EAP can help supervisors by handling referred cases at a professional level. • It is in the supervisor’s best interest to encourage employees to participate when necessary. VII. Chapter Review The PowerPoint slides correlated with the Lecture Outline above are available on the Instructors CD-ROM and on the product support website. PowerPoint Slide 11-1 Chapter 11 Title PowerPoint Slide 11-2 Learning Objectives PowerPoint Slide 11-3 Coaching PowerPoint Slide 11-4 Performance-Linked Coaching (Text Exhibit 11-1) PowerPoint Slide 11-5 Examples of Coaching Situations (Text Exhibit 11-2) PowerPoint Slide 11-6 Coaching PowerPoint Slide 11-7 Outcomes of the Four Coaching Functions (Text Exhibit 11-3) PowerPoint Slide 11-8 Outcomes of the Four Coaching Functions (Text Exhibit 11-3) (cont’d) PowerPoint Slide 11-9 Coaching Skills PowerPoint Slide 11-10 Coaching Skills (cont’d) PowerPoint Slide 11-11 Suggestions for Confronting Poor Performance (Text Exhibit 11-4) PowerPoint Slide 11-12 Coaching for Improved Performance PowerPoint Slide 11-13 “I” Message PowerPoint Slide 11-14 Counseling Function PowerPoint Slide 11-15 Iceberg Model of Counseling (Text Exhibit 11-6) PowerPoint Slide 11-16 Counseling Function PowerPoint Slide 11-17 Supervisory Counseling PowerPoint Slide 11-18 Employee Assistance Programs (EAPs) PowerPoint Slide 11-19 Example of an Employee Assistance Program (EAP) PowerPoint Slide 11-20 Important Terms 1. What is meant by coaching? Coaching can be thought of as the interpersonal process that supervisors and managers use to help individuals continually reach their highest levels of performance. It is a personal activity, a one-to-one relationship that starts when a new employee joins the team and continues throughout his or her tenure in the work unit. 2. Of the four major coaching functionsCtutoring, mentoring, confronting/challenging, and counselingCwhich do you feel is most difficult? Why? Tutoring involves a large range of coaching situations that help a team member gain knowledge, skill and competency, while encouraging members to learn, grow, and develop. Mentoring helps develop careers in others. It develops in others such things as political savvy, understanding of the organization’s culture, and the ways to advance one’s career. In confronting/challenging the supervisor establishes clear performance standards, reviews team member performance to reinforce good performance, and addresses performance that does not meet standards. Counseling is the coaching function whereby the supervisor helps an individual recognize, talk about, gain insight, and solve either real or perceived problems that affect performance. While students’ opinions will vary somewhat, the confronting/challenging function is probably the most difficult for supervisors due to its confrontational nature. 3. Describe the following coaching skills, and give an example of each. a. Attending: showing through non-verbal behavior that you are listening in an open, non-judging manner. Example: leaning forward during a coaching session. b. Affirming: communicating to an employee his or her value, strengths, and contributions or other positive factors. Example: “It always amazes me how quickly you catch on.” c. Resourcing: providing information, help, assistance, and advice for their team members. Example: “Let me show you how to do that.” d. Reviewing: at the end of a coaching session, reinforcing key points to ensure common understanding. Example: “Let’s make sure we understand this. How about summarizing what you have to do?” 4. Give an example of a “general” coaching statement as contrasted to a “pinpointed” coaching statement. Which is more effective and why? A general statement might be: “Your job performance is lacking.” A pinpointed statement might be: “You reached only 80% of your work goal.” Pinpointed statements are more effective, because the employee is given something concrete to do to improve their performance. 5. What is an “I” message? Why is it an effective way to confront someone’s behavior? Give an example. An “I” message is a communication method that is used to effectively alter someone’s behavior. The “I” message is an effective way to confront someone’s behavior, because it makes an appeal for someone to change rather than a demand for change. Example: “When you don’t attend our regular meetings, we miss your expertise and insight.” 6. To what extent should a supervisor counsel an employee about the employee’s personal problems? The extent to which a supervisor should counsel an employee about personal problems depends largely upon the extent to which the problem impacts present or future job performance. If employees’ personal problems affect job performance, it is essential that the supervisor use counseling to understand the nature of the problem, if for nothing else, to help the employee appreciate the need for professional assistance. 7. What is an EAP? Employee Assistance Programs (EAPs) are professional counseling and medical services for employees with unresolved personal or work-related problems. A recent survey found that 75% of large companies have EAPs. Skill Builder 11.1 The Personal Trainer and Coaching Works with SCANS competencies: Interpersonal Skill, Information Instructions: Break the class into teams of four to six members. Select a spokesperson and discuss the following questions. • In what way are the roles of personal trainer and manager/supervisor similar? Dissimilar? • In what types of circumstances can all or most of the coaching behavior of personal trainers be applied to the manager/employee relationship? Give examples. • Have any team members worked for a manager/supervisor who functioned much like a personal trainer? In what ways? • Following discussion, the spokesperson will present to the class results of the team’s discussion. There are many similarities between a personal trainer and a supervisor. The fitness trainer’s job is to listen to the client’s goals, outline a program of activities that will achieve the client’s goals, and then, through coaching, help the client to achieve them. Once the client has learned the basics, the trainer’s job essentially becomes one of the encouraging supporting and giving feedback. The supervisor, however, is in a position of power over the employee and has the power to reward or punish. A personal trainer must rely on personal persuasion. Skill Builder 11.2 Practicing ‘I’ Messages Works with SCANS competencies: Interpersonal Skill, Information • Write a hypothetical “I” message for each of the three situations. Answers will vary, but the following are some examples: a. “I’m concerned that when you talk on the phone for an extended period of time. It affects our business because others can’t place outgoing calls, and customers are unable to get through to the company as well.” b. “I’ve been distressed with your appearance these last few days. It is more appropriate when our waiters dress professional by having their ties properly tied.” c. “When you take extra time for a break, I become concerned that others will want to do the same. This could have an impact on the productivity of this company.” • Gather in groups of three to five students and share answers. Have students divide into groups and share their answers from question number one. Answers will vary, of course. • From your answers select some good examples and present to the rest of the class. Have students present their answers. Skill Builder 11.3 Practicing Coaching Responses Works with SCANS competencies: Interpersonal Skill, Information The purpose of this Skill Builder is to let students develop individual responses. The responses given here are just suggestions. Instructions: • In the space below, write the opening statement you will make to Jason that pinpoints the reason for the meeting. “You have been late twice recently.” “Your carelessness caused an expensive accident.” • In the space below, write the statement you will make to Jason that demonstrates reflecting. “It seems like you have taken on more than you can handle.” • In the space below, write the statement you will make to Jason that demonstrates affirming but also reinforces the need for him to improve performance. “I have always valued your willingness to do extra work, but...” • In the space below, write the statement you will make to Jason that demonstrates confirming/summarizing and closes the meeting. How about thinking through the alternatives we’ve discussed and talking with me again in the morning?” • Meet with other students and compare your responses. Skill Builder 11.4 Conducting a Coaching Meeting: Role Plays Works with SCANS competencies: Interpersonal Skill, Information (Note: This assignment best follows discussion of Case 11-1) Break the class into small groups. The entire group should read the role for the manager/supervisor and the employee. One person should be designated to perform each role, the others being observers. Several minutes planning time should be allowed for players and observers to study their roles before beginning the actual coaching meeting. Instructions: Following each role-play, the group can discuss the manager’s effectiveness in handling the performance coaching meeting. Review some of the important coaching principles presented in the chapter to help evaluate the manager’s performance. For each of the coaching meetings, the following questions can be used as guides for discussion. • What do you feel was the objective of the meeting? • Were the steps in Exhibit 11-4, suggestions for confronting poor performance, followed .Were any done especially well? Which might have been improved? • Which of the “Core Coaching Skills” such as acknowledging, attending, affirming, etc., did the manager use in the meeting? • To what extent do you feel the manager achieved the objective of the meeting? Each student will bring a different approach to the group discussion. Skill Builder 11.5 Organizational EAP Newsletter: Help for Supervisors? Works with SCANS competencies: Interpersonal Skill, Information, Technology In this exercise, students will visit and critique the EAP website of the University of Maine and examine its helpfulness to supervisors in resolving employee assistance issues. Instructions: 1. Go to http://www.umaine.edu/eap/supervisor_resources.htm. 2. Read the text of “How Can EAP Be a Resource for Supervisors.” 3. From the left margin menu, click “Supervisors,” and read several copies of the Frontline supervisor newsletter. 4. On a scale of 1 to 5, with 1 being lowest and 5 highest, how helpful do you think the Newsletter is to the University of Maine supervisors? Why? What recommendations would you make to improve it? 5. In groups of three to five students, discuss your rating, explanation, and any recommendations for improvement. 6. Select a newsletter month/year and click. 7. Print and bring to class the Frontline supervisor newsletter for that month. 8. Be prepared to share with a team of three to five students the most critical EAP-related questions/ issues addressed in the newsletter for that month. Case 11.1 Critiquing a Coaching Meeting 1. What type of coaching function was reflected in Rowe’s meeting with Busche? Counseling is the function used in this meeting, because Rowe (the supervisor) helped Busche recognize, talk about, gain insight, and solve the problem involved in the case. 2. In terms of effectiveness on a 1-10 scale, with 1 being “poor” and 10 being “excellent,” what score would you assign to Rowe’s handling of the session? Why? The student should give a somewhat high score, since Rowe handled the situation with such sensitivity. She also offered to change in order to help solve the problem; therefore, blame was not placed on the employee. Overall Rowe handled the situation very well because she helped the individual realize that the problem did not need to happen again, and they came up with a solution. 3. Identify specific transcript comments by Rowe that reflect the following coaching skills: (a) reflecting, (b) pinpointing, (c) probing, (d) affirming, (e) confirming. a. Reflecting: “So you didn’t get to put in the time on the report…“ b. Pinpointing: “For one thing, it seemed superficial in that it only described a few of the programs we’d benchmarked, rather than all seven.” c. Probing: “You weren’t pleased with it yourself?” d. Affirming: “You’ve always done excellent work in putting together material like this for me.” e. Confirming: “We’ll try this process for a month and see what happens. Is that acceptable?” 4. To what extent did the meeting reflect the seven suggestions for confronting poor performance (Exhibit 11-4)? The transcript closely follows the suggestions given. i. Describe the performance situation in specific detail. In Rowe’s third remark, she describes in detail what was wrong with the report and how it affected her. ii. Seek and listen to the team member’s point of view. In statement Rowe 4, she asks for Busche’s perspective. iii. Get agreement on the problem. Statements Rowe 5, Rowe 6, and Rowe 7 show how Rowe confirms the nature of the problem. iv. Try to get the employee’s involvement in determining a solution. In statements Rowe 8 and Rowe 9, Rowe asks Busche how she can help him improve his performance. v. Agree on a plan of action to improve performance. Rowe outlines a plan for improvement and asks for Busche’s agreement in statement Rowe 12. vi. Summarize the agreement and reinforce the changed behavior. Again, reference Rowe 12. vii. Plan for follow-up, if needed. Rowe presents a timetable for follow-up in Statement Rowe 12. Busche agrees in Busche 12. 5. Meet with a group of three to five other students, discuss your responses, and be prepared to report these to the rest of the class. Students should gather in groups and discuss their answers, and then report the answers to the class. Instructor Manual for Supervisory Management: The Art of Inspiring, Empowering and Developing People Donald C. Mosley, Paul H. Pietri 9781285063003