De Pena, Ruben-LDRS 600 VA- April 19, 2015-Case Study 11-1 Page 1 of 7

LDRS 600 VA
Professor Karl Klein
Case Study #11-1
Critiquing a Coaching Meeting

1. What type of coaching function was reflected in Rowes meeting with Busche?
It seems to me that among the coaching functions of tutoring, mentoring,
counseling, and confronting/challenging, the one that is reflected in this particular case is
the latter. Busche definitely had a performing issue that ought to be addressed
immediately, but in a non-confrontational, resourceful, and challenging way. Mosley et al
(2011) clearly establish that this particular function (confronting/challenging)
[] is most directly performance related. Supervisory coaches establish clear
performance standards, compare actual team member performance against those
standards, and address performance that does not meet those standards. Through
confronting/challenging, successful coaches [like Rowe] help less-than-successful
performers become successful and challenge successful one [like Busche] to reach
even higher levels (pp. 333-334).

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 situation? Why?

I would give her a 10 because she exhibited great supervisory skills and
effectively applied the necessary steps in confronting and challenging Busche for the
poor report. Among other things, she was firm, yet respectful, provided a plan, and at the

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end succeeded in persuading Busche to take steps conducive to avoiding future subpar
quality in his daily routine. Moreover, it seems to me that Rowe deserves an excellent
rating as a supervisor because she was able to apply all core coaching skills discussed in
chapter 11, in his meeting with Busche, such as:
AcknowledgingAttendingAffirming...ConfirmingPinpointingProbing
ReflectingResourcingReviewing [and] Summarizing. (ibid, pp. 337-338)

3. Identify specific transcripts comments by Rowe that reflect the following coaching
skills: (a) reflecting, (b) pinpointing, (c) probing, (d) affirming, and (e) confirming
(a) In reflecting, which consists in stating in your own words your
interpretation of what they employee has said or feels, such as So you feel
that you should have received more help from your teammates on this? or It
seems like youre upset with them for not helping out.(ibid, p. 337), Rowe
undoubtedly displayed this skill when Busche tells her that the reason for a
lousy report was the fact that it would have taken eight to ten hours to
complete it, but he had to do it in just about four hours, in light of his many
other assignments that were through at him almost simultaneously. Upon this
explanation, Rowe clearly reflects by commenting So you didnt get to put
in the time on the report (ibid, p. 354). In another related exchange with
Busche on the issue, she reflects again by stating It sounds as if the quality
report is only part of the problem (ibid, p. 354).
(b) In pinpointing, which is defined as providing specific, tangible
information. [such as] The write-up used figures that were three years

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oldand lacked a specific recommendation (ibid, p. 337), Rowe masterfully

used this coaching skill when she stated [The quality steering report] just
wasnt up to your usual standards. For one thing, it seemed superficial in that
it described only a few of the programs wed benchmarked, rather than all
seven (ibid, p. 354).

(c) Probing, defined as asking questions to obtain additional information or

exploring a topic at greater length, such as the following: So you would do
it differently next time, given what you now know. What would you do
differently? (ibid, p. 347). I found that Rowe displayed this attribute when
she asks Busche, What can we do to prevent this from happening again?
(ibid, p. 355)
(d) In affirming, that consists of a key supervisory coaching skill that
[communicates] to an employee his or her value, strengths, and
contributions or other positive factors [such as] Ive always valued your
willingness to share your feelings with me about things (ibid, p. 337), Rowe
gives a clear demonstration of this when she tells Busche, Youve always
done exceptional work in putting together material like this for me (ibid, p.
354) and, to an extent, I think its terrific that Bushman values your
abilities (ibid, p.355).
(e) Confirming is defined as making sure that an employee understands what
has been said or agreed upon. The coach can do this by summarizing and
repeating key points or by requesting the person being coached to do so. [For

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example,] [In your own words] [can you tell me] how you would proceed?
(ibid, p. 337). There is a parallel to this when Rowe tells Busche 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 that acceptable (ibid, p. 355).

4. To what extent did the meeting reflect the seven suggestions for confronting poor
performance (Exhibit 11-4)?
I.

Describe the performance situation in specific detail

Rowe definitely described this situation specifically when she states:
[] To be quite frank, Leonard, I was too embarrassed to distribute [the
report] at the meeting. I just wasnt up to your usual standards []. It seemed
superficial in that I described only a 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 need 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 [] (ibid, p.
354)

II.

Seek and listen to the team members point of view

She exhibited this in the following statement: No, Leonard, I dont mean to
give that impression []. 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 (ibid, p. 354)

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III.

Get agreement on the problem

She succeed in getting Busche to acknowledge the problem when he says to
Rowe, Well, there isnt much to say. I guess I should have figured [the report]
wouldnt be of much help [] I wasnt tickled about it either (ibid, 354)

IV.

Try to get the employees involvement in determining a solution

I believe Rowe brilliantly got Busches attention and involvement to solve the
problem when she told him:
[] Leonard, you have a lot of things going on that I didnt know about.
Maybe Im the one who has to do some changing. I can see why, given your
schedule the past two weeks, taking on that quality project was too much. It
wasnt fair to you. Leonard, I need to feel confident that your work for me
from now on will be what I can count on. What can we do to prevent this
happening from now on? (ibid, p. 35)

V.

Agree on a plan of action to improve performance

I believe this is what Rowe stated to make this happen:
[] 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. [] (ibid, p. 355)

VI.

Summarize the agreement and reinforce the changed behavior

Rowe did a good job when she told Busche Youre also agreeing to level with
me about whether you have time to commit to special projects that I throw your
way. (ibid, p. 355)

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VII.

Plan for follow up, if needed

Rowe succeed in planning for follow up when she told Busche, Well try this
process for a month and see what happens. Is that acceptable? (ibid, p. 355)

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References
Mosley Jr., D. C., Mosley Sr., D. C., & Pietri, P. H. (2011). Supervisory Management. Mason,
OH: South-Western Cengage Learning.