Term
| ___ is a collaborative, ongoing process in which the manager interacts with his/her employees and takes an active role and interest in their performance |
|
Definition
|
|
Term
| __ involves directing, motivating, and rewarding employee behavior |
|
Definition
|
|
Term
| T/F: coaching is concerned with long term performance and involves ensuring development plans are being achieved |
|
Definition
|
|
Term
| ___ are cultural differences that are discussed openly and alternative practices which enhance individual and team performance are implemented |
|
Definition
| cultural transvergence pg 208 |
|
|
Term
1. a good coaching relationship is essential
2. the employee is the source and director of change
3. the employee is whole and unique
4. the coach is the facilitator of the employee's growth
These are examples of: |
|
Definition
| 4 guiding principles of successful coaching pg 208 |
|
|
Term
| T/F: in order to achieve a good coaching relationship, a coach must listen and search for positive aspects of the employee |
|
Definition
|
|
Term
| T/F: coaching is something done TO the employee |
|
Definition
|
|
Term
| T/F: the employee is the source and director of change means that change will not happen if the employee is not in the driver's seat |
|
Definition
|
|
Term
1. give advice
2. provide guidance
3. give support
4. give confidence
5. promote greater competence
These are all examples of: |
|
Definition
| major functions of coaching |
|
|
Term
1. establish developmental objectives
2. communicate effectively
motivate employees
4. document performance
5. give feedback
6. diagnose performance problems
7 develop employees
are all examples of: |
|
Definition
| key behaviors of coaching pg 211 |
|
|
Term
| the 4 main coaching styles are: |
|
Definition
driver
persuader
amiable
analyzer
pg 212 |
|
|
Term
| the ___ style of coaching tells the employee being coached what to do |
|
Definition
|
|
Term
| the ___ style of coaching they try to sell what they want the employee to do |
|
Definition
|
|
Term
| T/F: the analyzer style of coaching wants everyone to be happy and are more subjective than objective |
|
Definition
|
|
Term
| the ___ style of coaching use logical and systematic ways and follow rules and procedures when providing a recommendation |
|
Definition
|
|
Term
| T/F: the amiable style is superior to the others since it is more subjective than objective |
|
Definition
|
|
Term
| the 5 steps in the coaching process are as follows: |
|
Definition
1. set developmental goals
2. identify developmental resources and strategies
3. implement strategies
4. observe and document developmental behavior
5. give feedback
pg 214 |
|
|
Term
1. managers may be too busy
2. managers may be unable to observe
3. the activity being observed is unstructured
are all reasons for: |
|
Definition
problems managers may face in observation and documentation
pg 216 |
|
|
Term
1. minimize cognitive load / helps prevent memory-related errors
2. create trust
3. plan for the future
4. provide legal protection
these are reasons for: |
|
Definition
| documenting performance pg 216 |
|
|
Term
1. be specific
2. use adverbs and adjectives sparingly
3. balance positives with negatives
4. focus on job-related info
5. be comprehensive
6. standardize procedures
7. describe observable behavior
these are all examples of: |
|
Definition
| recommendations for documentation of performance pg 218 |
|
|
Term
| T/F: giving feedback to an employee regarding her process toward achieving her goals is a key component of the coaching process |
|
Definition
|
|
Term
| ___ is info about past behavior that is given with the goal of improving future performance |
|
Definition
|
|
Term
| T/F: feedback includes negative aspects of job performance and lets employees know how well they are doing with respect to meeting the established standards |
|
Definition
|
|
Term
| ___ is important because it helps build confidence, develops competence, and enhances involvement |
|
Definition
|
|
Term
| T/F: in many cases the implementation of feedback led to lower performance levels. however, the benefits of providing feedback generally outweigh the disadvantages |
|
Definition
|
|
Term
1. timely
2. frequent
3. specific
4. verifiable
5. consistent
6. private
7. consequential
8. descriptive first and evaluative second
9. related to performance
10. based on identifiable patters
11. a confidence builder for employees
12. a tool for generating advice and ideas
are examples of: |
|
Definition
| most effective feedback pg 222 |
|
|
Term
| ___ implies that feedback should be delivered as close to the performance event as possible |
|
Definition
|
|
Term
| ___ implies feedback should include information that can be verified and is accurate |
|
Definition
|
|
Term
| ___ implies feedback should be given in a place and time that prevent any potential embarasment |
|
Definition
|
|
Term
| good praise has the following characteristics: |
|
Definition
1. sincere and given when deserved
2. specific about behaviors and results
3. managers should take their time
pg 222 |
|
|
Term
| the goal of providing ___ is to help employees improve performance in the future; it is not to punish, embarrass, or chastise them |
|
Definition
|
|
Term
1. negative reactions and consequences
2. negative experiences in the past
3. playing god
4. need for irrefutable and conclusive evidence
are all reasons for: |
|
Definition
| managers not to feel comfortable with providing negative feedback pg 223 |
|
|
Term
|
Definition
|
|
Term
| a ___ results when managers and employees mutually instigate and reinforce lack of communication which creates a vacuum of meaningful exchanges about core performance |
|
Definition
|
|
Term
| _ results when feedback will allow employees to respond in constructive ways and will lead to learning and performance improvement |
|
Definition
| actionable feedback pg 224 |
|
|
Term
| ___ is a day of contemplation that is paid and allows an employee to stay at home and decide whether working in the organization is really what he/she wants to do |
|
Definition
| decision-making leave (BULLSHIT) pg 225 |
|
|
Term
| T/F: supervisors managing performance requires that they judge and coach at the same time |
|
Definition
|
|
Term
| T/F: employees are usually not satisfied with their performance reviews |
|
Definition
|
|
Term
| T/F: it is usually helpful to separate various meetings related to performance such as a separate meeting for self-appraisal and a separate meeting for merit review |
|
Definition
|
|
Term
| T/F: it is usually helpful to give at least ___ notice to the employee to inform him/her of the purpose and to enable them to prepare for it |
|
Definition
|
|
Term
1. system integration
2. self-appraisal
3. classic performance review
4. merit/salary review
5. developmental plan
6. objective setting
are examples of: |
|
Definition
| the 6 formal meeting for performance management |
|
|
Term
| T/F: during the self-appraisal meeting, supervisor and employee will discuss her strengths and weaknesses, supervisors should feel free to disagree with what the employee says at this time |
|
Definition
|
|
Term
| T/F: supervisor should start with a discussion of the performance dimensions for which there is disagreement between the employee's self-appraisal and the supervisor's appraisal |
|
Definition
|
|
Term
1. explain the purpose of the meeting
2. conduct self-appraisal
3. share rating and explain rationale
4. discuss development
5. ask employee to summarize
6. discuss rewards
7. hold follow up meeting
8. discuss approval and appeals process
9. conduct final recap
are the sequence of events for: |
|
Definition
| a performance review meeting pg 227 |
|
|
Term
| the two patterns of behavior for employee defense are ___ and ___ responses |
|
Definition
|
|
Term
| during the ___ response, the employee typically looks away, turns away, speaks softly, changes the subject, or quickly agrees with what the supervisor is saying |
|
Definition
|
|
Term
1. establish and maintain rapport
2. be empathetic
3. observe verbal and nonverbal clues
4. minimize threats
5. encourage participation
are all examples of how to: |
|
Definition
| prevent defensive responses pg 229 |
|
|
