Coaching and Tony

The Equity Theory touches on the effects these situations have on the employee’s motivational level. In society today employees are constantly comparing how they are

This can also relate to the process theories such as the expectancy and equity theories. The expectancy theory (Appendix c) predicts that individuals will be motivated if they value the reward given for work and believe this is a just reward. By working hard and professionally they can achieve promotion and so become motivated. The basis of the equity theory is related to one’s perception of job input and outcomes and those of their colleagues (Appendix d). Employees in Primark who have high input and outcomes can see these outcomes through the opportunity of promotion. However such fairness does not always arise in Primark.

During the conversation between Ron Davis – the relatively new general manager of the machine tooling group at Parker Manufacturing and Mike – a plant manager who reported to Ron, Ron had violated some principles of supportive communication and supportive listening. First of all, Ron had violated Descriptive and Problem-Oriented principles. For example, Ron expressed his thinking and opinion about what Mike did and stated Mike’s personalities: “I think you’re too chummy with some of your female personnel” or “I think you’re creating a substandard impression by not wearing a tie” and “Having things in

In order to determine what behaviors would be effective in inspiring James to be productive, James’s supervisor needs to make select a coaching style that would be most effective in encourage James to develop his skills, knowledge, and capabilities. According to Aguinis (2013), there are four different coaching styles: driver, persuader, amiable, and analyzer (p. 233). The driver style describes a tactic that entails the coach taking a directive approach to coaching the employee (Aguinis, 2013, p. 233). According to Aguinis (2013), a coach who use the driver style tends to be assertive and quick to speak and usually speak about tasks and facts and usually omits personal feelings (p. 233). Conversely, the persuader coaching style describes an approach in which the coach explains the benefits of the coach’s directives (Aguinis, 2013, p. 233). Aguinis (2013) states that, like the driver coaching style, the persuader coaching style denotes coaches that are assertive, yet talk more about feelings and relationships (p. 233). Aguinis (2013) also states that the amiable coaching style emphasizes the importance of feelings and intuition as a guiding principle in coaching (p. 233). Lastly, the analyzer coaching style is inclined to follow logic, rules, and standardized procedures (Aguinis, 2013, p. 233). In addition, the analyzer coaching style is likely to enlist the use of facts and tasks in its approach, much like the tactics used in the driver coaching style (Aguinis,

Rather, Equity, and the sense of fairness which commonly underpins motivation, is dependent on the comparison a person makes between his or her reward/investment ratio with the ratio enjoyed (or suffered) by others considered to be in a similar situation”(Balancing Employee Inputs and Outputs).

1. Gerald Mahoney’s attitude and performance dramatically changed after a few months on the job. What type of training should Mahoney have immediately received from John Timmson that might have avoided this?

Adam’s Equity Theory is a model of motivation which basically states that employees will perform at a more productive rate if they feel that they are being treated fairly (Kreitner & Kinicki, 2010). Equity is achieved when a worker perceives their reward for their amount of work to be equal to that of a relevant worker. Negative inequity is perceived by the employee when the relevant worker receives greater rewards for the same amount of work. Positive inequity is perceived by the employee when the relevant worker receives fewer rewards for the same amount of work (Kreitner & Kinicki, 2010).

Coaching is a useful way to develop people’s skills and abilities, and of boosting performance. It can also help deal with issues and challenges before they become major problems. Coaching typically begins with a personal interview with the employee to assess the situation, review current opportunities and challenges. After the interview, priorities for action are established along with specific desired outcomes. Individuals may also be asked to complete specific action items in a certain period of time that support the achievement of desired goals. Resources may also be provided such as articles, checklists and assessments.

Specific Praise. Specific praise includes verbal or written statements to a student that recognize a desired or correct behavior. Praise can function as a tool for instruction and for increasing social and academic behaviors. To be effective, the student must view the attention provided through praise as pleasurable or motivational (Curran, 2017). Specific praise promoted more on‐task behavior than positive praise and significantly increased academic self‐concept (Bizo, 2004). Offering specific praise will help Sam because it sends a message that the teacher is aware of the effort he is putting into staying on task. As time goes on, Sam will desire the teacher’s positive statements. He understands that the statements are the result of him remaining on task and reaching his six-week goal. Sam will also develop an understanding of how to meet the teacher’s expectation. In the end, Sam will mature and advance in his academics. As he matures, the need for constant specific praise will become unnecessary. The added benefit of specific praise is to the teacher. The high levels of stress and emotional exhaustion while attempting to teach in the classroom with Sam will diminish as he progresses.

She described the steps she has taken to become an effective supervisor. She provided examples of how she encourages her team to understand and accept the current challenges her department is facing, as well as provides them with CSAA's vision. She recommended keeping the information simple and clear and explained providing a positive outcome is what works well for her. She discussed challenges she faced working amongst different types of personalities, and different strategies she uses to make the messages their own.

By using feedback, we can be aware of our strengths, for example, a staff member says to you “you do (name)’s bath time routine really well”. This positive feedback develops confidence, competence and motivation and, for example, would make me want to do bath time routine more and do this confidently.

Susan M. Heathfield a Human Resource expert states that “the goal of performance coaching is not to make the employee feel badly, or show how much Human Resource professional or supervisor knows. The goal of coaching is to work with the employee to solve performance problems and improve the work of the employee, the team, and the organization.

My experiences with my professional coaching sessions were very challenging to say the least. When I decided to begin graduate school, I never imagined I would be coaching my peers and they would be coaching me during my first quarter. Nonetheless, I enjoyed the experience and I learned a lot while participating. In my circle of friends, I am the one always handing out advice whether it is solicited or not. Because of this, I assumed these sessions would come natural to me. However, I learned by me forcing my opinion and advise on others I was trying to control them. Whitmore (2009), states

The equity theory conceived by J. Stacy Adams is based premise that "people gauge the fairness of their work outcomes relative to others, any perceived inequity is a motivating state of mind" (Schermerhorn, Hunt, and Osborn, 2005, p.10, chpt.6). This theory when applied to a sales force would not be the best method to motivate this employee group as to what is deemed fair by a team leader could be perceived as unfair by the

I agree the more you praise the individual the closer they are to praising themselves. When people feel good about themselves and the work they perform, it makes them want to do better. I could be categorized as one of those people. My performance reviews have always been happy times for me. After going over my review, I find myself on a high for weeks. My boss will then critique me on something that was not done right and I go into “I don’t care” mode. I get defensive and my attitude reflects in my work. It takes longer for me to accomplish that task and I do not put as much effort into it as when I am feeling good. Giving praise gets people in the routine of praising themselves. I have a habit of patting myself on the back when I feel I have done a good job or figured out a solution to a problem that