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Assignment 4 Case 11-1

Rowe met with her subordinate Busche to discuss a quality report he submitted that she felt did not meet standards. She directly addressed the report's shortcomings and used open-ended questions to have Busche acknowledge he was overwhelmed by competing priorities. Busche proposed keeping Rowe better informed of his workload. Rowe affirmed Busche's past good work and had him agree to a plan to improve status updates and discuss new commitments in the future. Their discussion reflected seven best practices for confronting poor performance constructively.

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Assignment 4 Case 11-1

Rowe met with her subordinate Busche to discuss a quality report he submitted that she felt did not meet standards. She directly addressed the report's shortcomings and used open-ended questions to have Busche acknowledge he was overwhelmed by competing priorities. Busche proposed keeping Rowe better informed of his workload. Rowe affirmed Busche's past good work and had him agree to a plan to improve status updates and discuss new commitments in the future. Their discussion reflected seven best practices for confronting poor performance constructively.

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Amy Gade

LDRS 600: Supervisory Management


Assignment 4: Case Study 11-1 (Questions 1-4): Critiquing a Coaching Meeting
1. What type of coaching function was reflected in Rowes meeting with
Busche?
I think the coaching functions of both confronting/challenging and counseling were
used in Rowes meeting with Bushe. Mosley, Mosley, and Pietri (2011) define the
confronting/challenging function as establishing clear performance standards,
comparing actual performance against those standards, and addressing
performance that doesnt meet those standards (p. 334). The
confronting/challenging function is the most related to performance coaching
function of all. Rowe very directly tells Busche she wants to discuss the quality
steering report he prepared for her and calls him out about its quality, stating that
she was embarrassed to give it out and that it didnt meet his usual standards. She
is very clear in her explanation of what she had expected the report to include, so
as to not leave him unsure of how he had failed her.
The counseling coaching function is all about helping an individual recognize, talk
about, and solve either real or perceived problems that affect performance (Mosley
et al., 2011, p. 334). It is the goal of the coach to help the other individual recognize
their own course of action to address the problem/s. Rowe used the counseling
coaching function to help Bushe feel comfortable expressing to her the work
balance issues hed been facing at work. She asked him a lot of open-ended
questions which helped him express his own concerns and identify his own solution.
Rowe did a great job of recapping of Bushes own proposed solution so he would
clearly understand her expectations that he hold up his end of this solution.
2. In terms of effectiveness on a 1-10 scale, with 1 being poor and 10
being excellent, what score would you assign to Rowes handling of the
session? Why?
I would absolutely assign Rowe a 10 in terms of effectiveness on a coaching scale. I
think Rowe did an excellent job using the confronting/challenging function in a nonattacking way. Confronting/challenging can be one of the most difficult aspects of a
supervisory role. While most people are not real fans of confrontation, it is an aspect
of a supervisory role that is unavoidable. Nonetheless it takes guts, nerve, and
preparation, in order to come across as confronting/challenging with a purpose and
a goal of teaching someone how to better perform. Likewise, Rowe didnt simply
confront/challenge Bushe. She went on to help counsel him through what the real
issues were and helped him identify his own solutions to the issues facing him. She
displayed, to me, the efforts of a mature and confident supervisor that is also very
dedicated to the success of her subordinates. To me, she represents everything a
coach of a supervisor would.

3. Identify specific transcript comments by Rowe that reflect the following


coaching skills: (a) reflecting, (b) pinpointing, (c) probing, (d) affirming,
and (e) confirming.
An example of Rowe using the reflecting skill, which Mosley et al. (2011) define as
stating your interpretation of what the employee has said (p. 337), is the
following:
Bushe 5: No I wasnt. Charlene, that report would have taken about 8 to 10
hours for me to do it
up right. DO you know how long I had? About four hours,
thats all. I couldnt do much in four
hours.
Rowe 6: So you didnt get to put in the time on the report
An example of Rowe using the pinpointing skill, which Mosley et al. (2011) define as
providing specific, tangible information about performance to an employee (p.
337), is the following:
Rowe 3: To be quite frank, Leonard, I was too embarrassed to distribute it at
the meeting. It just
wasnt up to your usual standards. For one thing, it
seemed superficial in that it described only
few of the programs wed
benchmarked, rather than all seven. Since this will be the major document the
committee will be using as a reference, we needed coverage of all the visits weve
made. Also, some of the most important processes were not includedlike J&Js 360-degree
feedback system and Motorolas team incentives.
An example of Rowe using the probing skill, which Mosley et al. (2011) define as
asking questions to obtain additional information (p. 337), is the following:
Bushe 4: I wasnt tickled about it either.
Rowe 5: You werent pleased with it yourself?
An example of Rowe using the affirming skill, which Mosley et al. (2011) define as
communicating to an employee his or her value, strengths, and contributions (p.
337), is the following:
Rowe 4: No, Leonard, I dont mean to give that impression. Its just that this
job isnt like you at
all, and that concerned me. Youve always done
exceptional work in putting together material
like this for me. For all I know, it
might have been my own fault, a misunderstanding between
us. I wanted to
meet and get your perspective on the situation.
An example of Rowe using the confirming skill, which Mosley et al. (2011) define as
ensuring an employee understands what has been said or agreed upon (p. 337), is
the following:
Bushe 11: I could probably do a better job of letting you know what Ive got
going on. I could
also be more honest with you. I just hate saying I cant do
something, especially to my boss. You probably didnt know the newsletter was
eating up my time last week, as were the safety
problems. I guess I could keep
you more up to date. I could also be more direct and tell you if I honestly dont

have the time to take something on and do a good job. But its hard for me to say
no.
Rowe 12: Okay, lets give this a try. Youll give me a brief typed report on
projects other than
your normal training and safety activities. If youre
skeptical about a commitment request from outside the department, youll discuss
it with me before taking it on. Youre also agreeing to
level with me about
whether you have time to commit to special projects that I throw your way.
Well
try this process for a month and see what happens. Is this acceptable?
4. To what extent did the meeting reflect the seven suggestions for
confronting poor performance (Exhibit 11-4)?
I believe Rowes meeting with Bushe reflected all seven suggestions for confronting
poor performance, as displayed in Mosley et al. (2011) Exhibit 11-4. Rowe was able
to describe to Bushe what she felt to be work below his usual performance
standards and to explain in detail why the work didnt meet her standards. Next
Rowe was able to make Bushe feel comfortable in expressing his perspective
regarding the situation. He explained to her that he simply was taking on too much
work at the particular time she asked this report of him. Rowe reiterated to Bushe
what she perceived to be the problem: a lack of time to put in to the report. Rowe
went on to counsel Bushe through identifying an appropriate solution to address the
problem at hand. Bushe and Rowe were able to go about agreeing on plan of action
to improve Bushes work balance and performance, in that he agreed to prepare for
her frequent reports of projects hes working outside his normal work activities. She
recapped that she is expecting the report from him, along with being informed on
additional project requests before he accepts them. He also agreed to be more
upfront with her about the work on his plate and his ability to commit time to her
requests. Lastly, she identified a follow-up plan, to try this process for a month
before evaluating where to go from next. My only suggestion for Charlene would be
to have clarified how frequently she wants to see the brief typed report of Leonards
additional projects.
Works Cited
Mosley, D. C., Mosley, D. C., & Pietri, P.H. (2011). Supervisory Management: The Art
of Inspiring, Empowering, and Developing People. Mason, OH: South-Western
Cengage Learning.

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