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Human Relations in Organizations: Applications and Skill Building 8th Edition by Robert Lussier
Edition 8ISBN: 978-0073602370Human Relations in Organizations: Applications and Skill Building 8th Edition by Robert Lussier
Edition 8ISBN: 978-0073602370 Exercise 29
Objective: To develop your skill at improving performance through coaching.
AACSB: The AACSB learning standard skills developed through this exercise are analytic skills, communication ability, and leadership.
Preparation: You should have read and understood the chapter.
Experience: You will coach, be coached, and observe coaching using the coaching model.
Break into groups of three. Make one or two groups of two, if necessary. Each member selects one of the three situations below in which to be the supervisor, and a different one in which to be the employee. You will role-play coaching and being coached.
1. Employee 1 is a clerical worker. He or she uses files, as do the other 10 employees. The employees all know that they are supposed to return the files when they are finished so that others can find them when they need them. Employees should have only one file out at a time. As the supervisor walks by, he or she notices that employee 1 has five files on his or her desk, and another employee is looking for one of the files. The supervisor thinks employee 1 will complain about the heavy workload as an excuse for having more than one file out at a time.
2. Employee 2 is a server in an ice cream shop. He or she knows that the tables should be cleaned up quickly after customers leave so that the new customers do not have to sit at a dirty table. It's a busy night. The supervisor looks at employee 2's tables and finds customers at two of them with dirty dishes. Employee 2 is socializing with some friends at one of the tables. Employees are supposed to be friendly. Employee 2 will probably use this as an excuse for the dirty tables.
3. Employee 3 is an auto technician. All employees know that they are supposed to place a paper mat on the floor of each car to prevent the carpets from getting dirty. When the service supervisor got into a car employee 3 repaired, it did not have a mat, and there was grease on the carpet. Employee 3 does excellent work and will probably make reference to this fact when coached.
Prepare for coaching to improve performance. Below, each group member writes a basic outline of what she or he will say when coaching employee 1, 2, or 3, following the steps in coaching below:
Step 1: Refer to past feedback.
Step 2: Describe current performance.
Step 3: Describe desired performance. (Don't forget to have the employee state why it is important.)
Step 4: Get a commitment to the change.
Step 5: Follow up.
A. Role play. The supervisor of employee 1, the clerical worker, coaches him or her (use the actual name of the group member role-playing employee 1) as planned. Talk; do not read your written plan. Employee 1, put yourself in the worker's position. You work hard; there is a lot of pressure to work fast. It's easier when you have more than one file. Refer to the workload while being coached. Both the supervisor and the employee will have to ad-lib.
The person not role-playing is the observer. He or she writes notes on the preparation steps in procedure 2 about what the supervisor did well and how he or she could improve.
B. Feedback. The observer leads a discussion on how well the supervisor coached the employee. It should be a discussion, not a lecture. Focus on what the supervisor did well and how he or she could improve. The employee should also give feedback on how he or she felt and what might have been more effective in getting him or her to change.
Do not go on to the next interview until told to do so. If you finish early, wait for the others to finish.
Same as Procedure 3, but change roles so that employee 2, the server, is coached. Employee 2 should make a comment about the importance of talking to customers to make them feel welcome. The job is not much fun if you can't talk to your friends.
Same as Procedure 3. But change roles so that employee 3, the auto technician, is coached. Employee 3 should comment on the excellent work he or she does.
Conclusion: The instructor leads a class discussion and/or makes concluding remarks.
Application (2-4 minutes): What did I learn from this experience? How will I use this knowledge in the future?
Sharing: Volunteers give their answers to the application section.
AACSB: The AACSB learning standard skills developed through this exercise are analytic skills, communication ability, and leadership.
Preparation: You should have read and understood the chapter.
Experience: You will coach, be coached, and observe coaching using the coaching model.
Break into groups of three. Make one or two groups of two, if necessary. Each member selects one of the three situations below in which to be the supervisor, and a different one in which to be the employee. You will role-play coaching and being coached.
1. Employee 1 is a clerical worker. He or she uses files, as do the other 10 employees. The employees all know that they are supposed to return the files when they are finished so that others can find them when they need them. Employees should have only one file out at a time. As the supervisor walks by, he or she notices that employee 1 has five files on his or her desk, and another employee is looking for one of the files. The supervisor thinks employee 1 will complain about the heavy workload as an excuse for having more than one file out at a time.
2. Employee 2 is a server in an ice cream shop. He or she knows that the tables should be cleaned up quickly after customers leave so that the new customers do not have to sit at a dirty table. It's a busy night. The supervisor looks at employee 2's tables and finds customers at two of them with dirty dishes. Employee 2 is socializing with some friends at one of the tables. Employees are supposed to be friendly. Employee 2 will probably use this as an excuse for the dirty tables.
3. Employee 3 is an auto technician. All employees know that they are supposed to place a paper mat on the floor of each car to prevent the carpets from getting dirty. When the service supervisor got into a car employee 3 repaired, it did not have a mat, and there was grease on the carpet. Employee 3 does excellent work and will probably make reference to this fact when coached.
Prepare for coaching to improve performance. Below, each group member writes a basic outline of what she or he will say when coaching employee 1, 2, or 3, following the steps in coaching below:
Step 1: Refer to past feedback.
Step 2: Describe current performance.
Step 3: Describe desired performance. (Don't forget to have the employee state why it is important.)
Step 4: Get a commitment to the change.
Step 5: Follow up.
A. Role play. The supervisor of employee 1, the clerical worker, coaches him or her (use the actual name of the group member role-playing employee 1) as planned. Talk; do not read your written plan. Employee 1, put yourself in the worker's position. You work hard; there is a lot of pressure to work fast. It's easier when you have more than one file. Refer to the workload while being coached. Both the supervisor and the employee will have to ad-lib.
The person not role-playing is the observer. He or she writes notes on the preparation steps in procedure 2 about what the supervisor did well and how he or she could improve.
B. Feedback. The observer leads a discussion on how well the supervisor coached the employee. It should be a discussion, not a lecture. Focus on what the supervisor did well and how he or she could improve. The employee should also give feedback on how he or she felt and what might have been more effective in getting him or her to change.
Do not go on to the next interview until told to do so. If you finish early, wait for the others to finish.
Same as Procedure 3, but change roles so that employee 2, the server, is coached. Employee 2 should make a comment about the importance of talking to customers to make them feel welcome. The job is not much fun if you can't talk to your friends.
Same as Procedure 3. But change roles so that employee 3, the auto technician, is coached. Employee 3 should comment on the excellent work he or she does.
Conclusion: The instructor leads a class discussion and/or makes concluding remarks.
Application (2-4 minutes): What did I learn from this experience? How will I use this knowledge in the future?
Sharing: Volunteers give their answers to the application section.
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Human Relations in Organizations: Applications and Skill Building 8th Edition by Robert Lussier
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