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Event Management Training & Conferences Knowledge Development Center HR Expo 2009 (Conferences & Exibitions) Peran Strategis Manajemen SDM dalam Kepemimpinan dan Perubahan Strategi Perusahaan. Auditorium Bidakara RabuKamis, 910 December 2009 by: Bekti Harsono Pokok Bahasan Teknik Coaching dalam peningkatan Kinerja karyawan. Langkahlangkah Coaching yang efektif. Peran Manajer Lini dalam Coaching Kinerja (Performance Coaching).
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Track 12 bekti h

Aug 17, 2015

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Wahyu Saputro
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Event ManagementTraining & ConferencesKnowledge Development Center

HR Expo 2009(Conferences & Exibitions)Peran Strategis Manajemen SDM dalam Kepemimpinan dan PerubahanStrategi Perusahaan.

Auditorium BidakaraRabu‐Kamis, 9‐10 December 2009

by: Bekti Harsono

Pokok Bahasan

Teknik Coaching dalam peningkatan Kinerjakaryawan.Langkah‐langkah Coaching yang efektif.Peran Manajer Lini dalam Coaching Kinerja(Performance Coaching).

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The Functions of Appraisal

The Functions 

of Appraisal

Improvement

Coaching & Guidance

Feedback & Communication

Staffing Decisions & Professional Development

Termination & Legal 

Documentation

Compensation

Stages of Performance Management

Start YearPerformance Agreement

End YearMain Performance Review

During YearMonitoring and review against Performance 

Agreement

ImprovedPerformance

ActualPerformance

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PM as a focal point for integrated HR Activities

The PM Cycle

Plan

ActReview

Monitor

Role Definition

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Contribution of organization and individual to PM

Defines mission, values, strategies and goals

Defines roles, standards, capability requirements and performance 

measures

Develops team and individual performance. Supports self‐managed 

learning

Monitors organizational, team and individual performance

Understands and agrees objectives

Understands and agrees roles, standards, capability requirements and 

measures

Monitors own performance

Develops own performance (self‐managed learning)

Organization Individual

Focus for Performance Measures

Senior ManagersManagers, Team 

Leaders & Professional Staff

Administrative and Support Staff

Production Workers

Main Tasks StandardsKey Result Area (KRA)

Objectives

CapabilitiesTask 

StandardsWork Outputs

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Integration of ObjectivesInfluences:Key resultsCustomer feedbackMarket circumstancesExternal factors, eg. LegislationEmployee feedback

Corporate Goals

Senior Management Goals

Department/Functional Goals

Team Goals

Individual Goals

SMART, Characteristic of Good  ObjectivesS

Specific/stretching: clear, unambiguous, straightforward, understandable and challenging.

MMeasurable: quantity, quality, time, money.

AAchievable: challenging, but within the reach of a competent committed person.

RRelevant: relevant to the objectives of the organization so that the goal of the individual is aligned to corporate goals.

TTime‐framed: to be completed within an agreed timescale.

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PM at the Organizational level

Critical Success Factors Strategies Objectives Plans

Mission

Values

Internal Appraisal

External Appraisal

Review Feedback

Action

PM at the Individual Level

Corporate and Unit Objectives

Core Values

Individual Objectives

Action Plan Feedback Review

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Mission‐Related Work Efforts

Major Organizational Objectives

Mission

Responsibilities and Duties of CEO

Major Division/Unit Goals

Department/Work Group Goals

Individual/Incumbent Goals

Functional Activity Statements

Individual Incumbent Job Requirements

Individual Job Activities (Job Design)

Analysis of Subordinate Responsibilities and Duties 

and Supervisory Requirements

Program & Budget Development

Translating means to Result‐Relating Job Responsibilities and Duties to Organizational Desired Objectives and Goals

Cascade of GoalsBottom Up Integration of Responsibilities and Duties

WHAT NEED TO BE DONE

LINKING PINS:‐Performance Dimension‐ Performance Standards‐ Performance Goals

Mission vs Workforce ProductivityMission

Appraisal of Demonstrated Job Performance

Workplace Behavior

Compensation, Job Growth and Development, and Job Movement 

Decisions

Assessment Potential

Performance Information Feedback to Appraisee

Objectives and Goals

Responsibilities and Duties

Situational and Contingency Variables Affecting 

Performance

Performance Dimensions and Standards

Performance Goals

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Dictionary of HR

CoachingA face‐to‐face instruction where a subordinate is shown how to change their behavior.

CounselingThe act of giving professional advice to others on personal matters.

MentoringA form of training or employee development in which a trusted and respected person  with a lot of experiences ‐ the mentor – offers special guidance, encouragement and support to a less experienced employee.

Differences between Mentoring and Coaching

MENTOR COACH

Focus Individual Performance

Role Facilitator with no agenda Specific agenda

Relationship Self selecting Comes with the job

Source of influence

Perceived value Position

Personal returns Affirmation/learning Teamwork//performance

Arena Life Task related

Mentors  in either a formal mentoring program or informal relationship focus on the person , their career and support for individual growth and maturity while coach is job‐focused and performance oriented.

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What do we mean by COACHING(1/2)

Providing and clarifying directionEncouraging the development of performance goalsGiving feedback and listeningServing as a source of expert guidance and adviceMaking suggestions for improvementHelping people with their work.

What do we mean by COACHING(2/2)

Providing encouragement and building self‐confidenceMotivating and keeping up moraleRemoving barriers and providing resourcesProviding technical training (develop skills, knowledge, abilities)Assisting and guiding career development (advancement and education)Supporting people in personal development (e.g., relationship, political issues)

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Coaching, Tasks and intended Effects

TASKS                        EFFECTS RESULTS

Guidance and Direction

Goal Setting

Feedback

Development

Training and Assistance

Alignment

Motivation

Increased Capability

Performance

Improved PerformanceIncrease net contributionIncrease value of the work.

Alignment

Ensuring that the right tasks are being done, the targets and priorities are clear, and the work correlates and meshes effectively  with other work.

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Motivation

Building confidence, providing encouragement, challenging people to put forth their best efforts, and attaining unfeigned (genuine) commitment to do the work.

Increased Capability

Encouraging and helping employees to develop the knowledge, skills, abilities, competencies (soft), and healthy mental outlook  needed now and in the future.

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The changing role of Supervisor

In most workplace: Deliver the full range of employee coaching needs.Now:

Administer appraisal process (ratings)Improvement goalsDevelopmentTraining planPay raise decisionTriggering of disciplinary measures

The changing role of Supervisors

No. The Past Now and Emerging

1 Supervise few people Supervise many people

2 Supervise at same location Commonly supervise from afar

3 Experience and expertise in subordinates’ work

Little or no experience or expertise in some subordinates’ work

4 Primary role is supervisor Primary role often is not supervision

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Differences between Mentoring and Coaching

MENTOR COACH

Focus Individual Performance

Role Facilitator with no agenda Specific agenda

Relationship Self selecting Comes with the job

Source of influence

Perceived value Position

Personal returns Affirmation/learning Teamwork//performance

Arena Life Task related

Mentors  in either a formal mentoring program or informal relationship focus on the person , their career and support for individual growth and maturity while coach is job‐focused and performance oriented.

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Performance Interviewingand Couching

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Effective Appraiser, must be able to asses and understand

Job requirementsShort‐ and long‐term job‐related goalsEmployee capabilities and energy levelsEmployee goals and demands, andOn‐ and off‐the‐job conflicts that affect workplace behavior

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Initiating and Carrying Successful Appraisal

RequiresInterviewing skills – focus on the ability to gather and asses information relating to job performanceCoaching & Counseling skills – aim at facilitating the achievement of change and the redirection of job behavior so that it is beneficial to both the individual and the organization.

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Preparing for a PA ReviewBe prepare properly (review P related‐info)Allocate enough time (develop agenda)Knowing what information wantedGather all information during sessionCarefully analyzedVarious event must be identifiedProvide an overall picture of the employee behavior

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The Appraisal Session

Successful Interviewing & Counseling, appraiser must have knowledge and skills of

Asking the right question at the appropriate time andBeing a constructive listener

FOCUS :types of Q, when to ask, when to listen, and how to stimulate appraises responses

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Behavior‐Influencing Information Acquired in a Performance Review

Distinguish between cause and effect of behaviorIdentify factors leading to certain behaviors, such as peer pressure resulting in reduced quantity of outputSeparate internal and external pressuresAsses employee strengths and weaknesses

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Behavior‐Influencing Information Acquired in a Performance Review

Indicate employee’s potential for success and failure.Identify the capability of the employee to tolerate or resolve stress‐related issuesIdentify opportunities for supporting employee and directing behavior so that it benefits both the employee and the organization.

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P Review session should provide knowledge that assists in

Better understanding employee feelings, attitudes, and situationsDetermining courses of action that are most beneficial to the employeeRelating rewards to demonstrated workplace behavior.

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Approach to Interviewing‐Counseling/Coaching

Directive A.Do you like your job ? Yes‐‐‐‐‐No‐‐‐‐‐Can you identify one thing that you find enjoyable in doing your job ?

Nondirective A.What do your co‐workers do that assists you in performing your assignments ?

Combination A.Using the strengths of the two above

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The Physical Setting

Neutral meeting placePrivate room, confidentiallyComfortable chairs & table and no barrierNo outside interruptionsNo phone ringingProvide coffee andAshtray

Smoking should be permitted

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Introduction

Appraiser should put the appraises at ease as quickly as possibleStart with light discussion

You’re looking well todayCongratulate for …

Brief discussion what is to be accomplished during the sessionInvite appraises to share for the successful of the session

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Body

Employing EmpathyPenetrating QuestionsObjectivityProblem AnalysisConstructive ListeningKeen Observation

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Empathy

No time for sympathyNot the time to hide performance failureNot possible to eliminate sad storyUnderstanding why a person behaves in a certain manner, seeing something through the eyes of the other person ‐ gives the appraiser a better understanding of why and how certain things transpire to cause unacceptable workplace behavior.

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Penetrating Questions

Ask the right questions at the proper timeQ that may increase the accuracy scope, and relevance information fall into three major categories; Responsibilities & Duties, Job Stress, and Job Opportunities.Ask only one Q at a time; phrase the Q in simple, understandable words; keep the Q as brief as possible – a general rule is that any Q over two sentences is too long; be as specific as possible; keep the Q in as positive as possible; and when possible, avoid Q that permit a yes or no response.

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Example: Job Responsibility and Duty Related 

Which of your job responsibilities and duties do you feel that you are unable to perform satisfactorily?What responsibilities and duties are you currently performing that are not included in your job description?What responsibilities and duties are you not currently performing that you feel that you should be performingWhat of your responsibilities and duties do you feel should be performed by someone else?

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Example: Job Stress Related  

What do you like about your job?

What do you find most enjoyable in what you do?

What job activities do you find most difficult to perform?

What in your job is working against you?

What do you find most demanding about your job?

What do you dislike about your job?

What do you consider good about your job?

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Example: Job Stress RelatedWho provides you with the most support in doing your job?Where do you obtain job‐related support?What problems do you have in working coopera‐tively with other members of your work group?What troubles have you encountered in obtaining the cooperation of others in working toward group goals?Do your peers, subordinates, or supervisors cause you any undue, unnecessary stress?Is your job causing you any emotional or health‐related problems? – what is causing these problems?

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Example: Job Related Opportunities  

What additional job‐related support from me would you like to have?What types of training would you like to receive?What additional resources or support can the organization provide?Do you desire or are you seeking a promotion? To what job? Where? When?Are you prepared/ready for a promotion?What promotion assistance do you need?What do you want from your job?

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Objectivity 

Important but difficultDecide by factsPersonal feelings and prejudices must not cause the distortion of facts and unjust useMaintaining a non‐judgmental attitude is not always easyNot to ask Q that cause appraises to give the responses that they think the appraiser is seeking.

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Problem Analysis

A major purpose of the appraisal reviewThe appraises must realize that he/she is part of the problem as well as part of the solutionThe review session should build rapport and trustEncourage appraises to elaborate the problem area and develop their own solutions.

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Constructive Listening

When one person is talking, it is difficult to hear what the other person is sayingRule of thumb for interviewing and counseling – appraiser  talk no more than one‐third of the total interview – still debateMajor purpose of the review session is to grant the appraises the time to discuss his or her Job and Job‐related problems. It is impossible to hear what the appraises has to say when the appraiser does most of the talking.

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Guidelines to Constructive Listening

When an employee has something on his/her mind, the listener should allow that person to talk it out

The listener should minimize, even set aside, the use of any clever retorts to an employee’s problem

The listener should restrain the natural impulse to be curious and to avoid asking Q that show a bias

If feelings or emotions become the center of discussion, they should not be abruptly  dismissed

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Guidelines to Constructive Listening

Violent and deep‐seated negative expressions require understanding rather than judgmentAlthough it may be difficult to be silent, the listener should speak as seldom as possibleNew ideas should not be introduced nor should the direction of a conversation be changedThe listener should not moralizeAcceptance does not require agreement.A trap to be avoided is giving advice on personal matters.

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Keen (sharp) Observation

Appraises give both verbal and nonverbal clues regarding their understanding and acceptance of a specific topicThe appraiser must watch these clues in order to determine when further clarification is requiredThe appraiser’s actions affect the quality of the review. The appraiser’s question, responses, and body movements also send a special message that may intimidate or inhibit the appraise, which, in turn, may affect his/her response.

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Summary

What happenedWhat has been agreed toWhat recommendations are to be madeThe accuracy of the identified behaviors, andWhat will take place from now until the next performance review session.

Usually used Checklist

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Checklist

Were job requirements reviewed?

Does the employee understand job requirements?

Were areas of job conflict discussed?

Were job goals reviewed?

Were goal attainment steps analyzed?

Were performance standards discussed?

Was there a discussion of what the employee would like to accomplish from the job?

What was the appraisse’s reaction to the review?

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Review of Goals and Goal Attainment Steps

Using goals as the standards for identifying levels or quality of performance, both appraiser and appraises know the criteria for acceptable performanceHaving goal attainment step, it is easier to identify areas of weaknessOpportunities for arbitrary confrontations decrease.

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Goal Setting & Goal Attainment Steps Works

The supervisor and subordinate discuss the objectives of the business and workgroup in simple, straightforward language and relate the work activities of the subordinate to these objectivesThe subordinate sets one to three goals for the coming period. The subordinate and supervisor mutually agree on each goal, analyze all of them, and identify as many attainment step as possible that will lead to reaching the goals successfully.

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Goal Setting & Goal Attainment Steps Works

The subordinate and supervisor discuss the likelihood of successfully performing each attainment step and the priority that one step has over another

The supervisor tries to provide any information that the subordinate needs or wants to know

At all times, the supervisor must convey through demonstrated behavior that the goals are those of the subordinate

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Goal Setting & Goal Attainment Steps Works

Each goal should be specific, stimulating, achievable, and relevantEach goal and its attainment steps should be set in writing.

In the appraisal follow‐up session – analyze subordinate successes and failures – focus on the attainment steps, to be reviewed, to find the barriers to success

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Performance Review Hints

Plan the ReviewPinpoint Key InformationMinimize Wasted TimePauseListen and ObserveOrient and ClarifyKeep an Open MindSummarizeFollow‐upAvoid Bloodbaths.

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Conclusion

Conventional AssumptionsThe supervisor has the attributes and skills to be an effective coach.Supervisors have the knowledge to asses and guide improvement.

Alternative AssumptionsDepending on the situation, people, and particular need, an employee’s supervisor may or may not be effective coach.To fulfill their coaching needs, most people will require an array of coaching resources, including but not necessarily predominantly, the supervisor.

Conclusion

Conventional AssumptionsTo get alignment and desired performance, people require formal and specific direction.

Alternative AssumptionsAlignment and desired performance are enhanced by a shared sense of purpose and common vision for the future.If people have the right information and opportunities, they usually will perform their work in alignment with the organization’s and pressing priorities.Alignment is advanced by effective leadership, which may include both informal and formal direction.

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ConclusionConventional Assumptions

All people  will perform better if they are held accountable through a formal process.Rating and ranking are effective motivational and coaching tools.

Alternative AssumptionsPeople will perform better if they have adequate direction and guidance.Under the right conditions, people will hold themselves accountable to do the work that is required.People are intrinsically motivated to do a good job.People will perform better when they feel trusted.People will use good information to improve their performance, if given the training and good opportunity.

Conclusion

Conventional AssumptionsA one size‐fits‐all coaching structure  works well for all employees.

Alternative AssumptionsEmployee’s preferences and needs for coaching , direction, and support vary with the individual and the situation, and change over time.

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Conclusion

Conventional AssumptionsSupervisors in each organization want or need to use the same approach to guide, develop, and manage people.

Alternative AssumptionsSupervisor’s  preferences and needs in supporting and managing people vary with the individual and the situation, and change over time.

Conclusion

Conventional AssumptionsHaving an annual conversation around improvement accomplishes improvement.

Alternative AssumptionsImprovement results from identifying the cause of a problem or specific opportunity for improvement and developing a plan to act on such information.Open conversation about performance issues, problems, and opportunities may lead to the development of helpful plans to achieve improvement.Improving processes and systems generates improvement.

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Conclusion

Conventional AssumptionsIndividual goal setting is an effective motivational tool and strategy for improving performance.

Alternative AssumptionsWhen individuals freely  accept and commit to a goal, it can be an effective motivator.A group of people, as a work unit or organization, will  performand align better with common goals.

Conclusion

Conventional AssumptionsThe organization and the supervisor are responsible for individual employees’ morale, performance, and development.

Alternative AssumptionsAs healthy adults, people need to be responsible for their own morale , performance, and development, with and without support from the organization.

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Conclusion

Conventional AssumptionsImproving  individuals’ performance improves organizational performance.

Alternative AssumptionsImproving systems and processes improves the performance of the organization.

Thanks for your kind attention

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