In addressing questions one, three, and four of Chapter 10’s Leadership Case Problem B, our role-play transcript focused on providing advice to Sally Gorman on how to improve her coaching of Tony Costello (DuBrin, 334). Tony felt upset that Sally was prioritizing Roy over him. Sally explained that Roy’s longer tenure in the company was the reason for this. When Tony sought guidance, Sally advised him to “turn up the heat.” This situation demonstrates traits of the equity theory, which suggests that employee satisfaction and motivation rely on their perception of fair treatment compared to their peers (DuBrin, 318).
Tony is dissatisfied with his job because he believes he is being treated unfairly in comparison to Roy, due to his shorter time at the company. This differential treatment is impacting his ability to close mortgages and thereby affecting his commission pay. Tony is utilizing the “alter the income” action of the equity theory by requesting a salary, as he is facing financial difficulties and believes that if Roy is receiving a salary for the same job, he should too. When considering the first question, Sally should display more empathy towards Tony’s concerns.
Sally initially displayed harsh behavior towards Tony, instructing him to “turn up the heat” and favoring Roy, who had been with the company longer. It is important for Sally not to show favoritism and instead aid all her employees in achieving success for the company as a whole. Sally should motivate and provide guidance to Tony in order for him to improve as a consultant and achieve success. In question three, it is asked, “What is the most positive thing Sally did as a coach?” (DuBrin, 334). Sally demonstrated several positive actions as a coach. Firstly, she recognized the need to assist Tony in his success and sought advice from her top employee, Roy.
Roy served as a good coach to Sally by providing suggestions on how she could help Tony succeed and thus contribute to the overall success of the company. Sally also exhibited certain coaching skills and techniques to support Tony’s development and enhance his performance at the company. Out of the eleven identified coaching skills and techniques, Sally effectively demonstrated five. The first technique she demonstrated involved effectively communicating expectations to team members. According to DuBrin (323), clear expectations are essential for individuals to perform well and continue growing. Given Tony’s newcomer status at the bank, it is crucial for him to have a clear understanding of his job responsibilities. He currently faces challenges in identifying mortgage opportunities and harbors concerns about providing for his family due to potential financial constraints.
Sally communicates her expectations to Tony by instructing him to pay more attention to mortgage possibilities and be more persuasive. The second coaching skill Sally demonstrates is active listening. Starting each coaching session with a query establishes the foundation for active listening,” (DuBrin, 324). Open-ended queries facilitate the conversational flow. Sally inquires about Tony’s feelings regarding meeting to establish feasible goals that will aid in earning commission. She also inquires about other ways she can assist him besides goal-setting for his success and asks how she can help boost his confidence. Sally attentively listens to his concerns and issues, as well as heeds Roy’s suggestions on how to assist Tony, and takes action accordingly.
The third coaching skill demonstrated by Sally was providing gentle advice and guidance. Sally exhibited this skill by recommending that they meet a few times each week to establish goals. Additionally, Sally allowed Tony to observe her techniques in order for him to learn from them. The fourth coaching skill demonstrated by Sally was facilitating the modeling of desired performance and behavior. According to DuBrin, a useful coaching technique involves showcasing the desired behavior as an example for group members (325). Sally exemplifies this technique by once again permitting Tony to observe her techniques for learning purposes.
Sally allowed Tony to experiment with new techniques, which resulted in him acquiring new skills. One of the coaching skills Sally showcased was applauding good results. According to DuBrin (326), effective coaches provide encouragement and positive reinforcement by applauding good results. Sally acknowledged the significant improvement in Tony’s consults and commended him for a job well done, encouraging him to continue the good work. Praise plays a vital role in coaching as it boosts employees’ morale and self-esteem. One of the questions posed by DuBrin (334) asks about the most negative aspect of Sally’s coaching. A coaching relationship is unique, as the person being coached is highly motivated to achieve organizational goals (DuBrin, 320). Sally failed to motivate Tony or fulfill her role as a coach by helping him improve as a consultant.
DuBrin (320) states that the purpose of the interaction is to facilitate the employee’s learning and development from the job. At the beginning of the transcript, Sally displayed reluctance to engage with Tony. She used statements such as “make it quick, I’m busy” and “welcome to the real world, Tony!” to dismiss his input. Sally not only ignored Tony’s concerns about meeting his goals, closing mortgages for commission, providing for his family, and seeking help from her, but also further dampened his motivation. In summary, Sally’s lack of support and negative attitude towards Tony concluded our analysis.
Reference
According to DuBrin (2013), the book “Leadership: Research Findings, Practice, and Skills” is published by South-Western in Mason.
