Marginal Performer

The marginal performer in the writer’s setting has taught for two years as an elementary school teacher. Prior to teaching, the individual served and retired from the United States Army. The first teaching position was at another elementary school in the school district. There the individual was provided with a mentor for the entire school year before being forced to transfer to the current school building. The challenge became apparent for the individual once placed in an undesirable grade level. This prompted an unwillingness to make an effort and learned helplessness began to set in for the individual.

As a result, the individual was chosen as a target to apply the coaching process with as means for improving the situation for the organization. According to McCauley & Van Velsor (2003), the coaching process is referred to as a framework that offers a practical guide for increasing the likelihood of successful outcomes. There are three phases in the coaching process consisting of preprogram activities, program implementation activities, and post-program activities. Before applying the coaching process to the targeted marginal performer, a brief description of the coaching process will be provided.

An assessment of the marginal worker’s needs is conducted to identify weaknesses, or gaps in skills, as the first step in preprogram activities. Determining specific behavioral issues in need of change helps to pin point areas for general growth. The range of developmental opportunity is largely due to two levels of readiness. Those levels are individual readiness and organizational readiness. Individual readiness also has two components which are psychological and environmental. Motivation, willingness, and commitment are some examples of psychological readiness of an individual while resources and compatibility are example of external factors affecting a worker’s environmental readiness. The next step in the preprogram activities coaching process is matching the marginal worker with a coaching vendor. Finally, in the preprogram activities coaching process is to select design elements such as duration, modality, frequency, confidentiality, and assessment tools.

The second part in the coaching process is the program implementation activities phase where the coaching actually occurs. A contract between the marginal worker and the coach is a transition period between the preprogram activities phase and the program implementation activities phase. An adjustment period is taken in order for the marginal worker and the coach to establish rapport and boundaries. This phase also consists of collecting and analyzing data gained from written surveys or interviews conducted by the coach in an effort to modify plans if necessary. The coach will provide more effective recommendations when they are able to observe the marginal worker directly and in a variety of settings, works in close proximity, and their judgment is valued.

Once the observation and analysis stages are complete, the coach can then give the marginal worker comprehensive in-depth feedback allowing them to gain an awareness of their status. The coach must be supportive, caring, and compassionate when working with the marginal worker to develop a well designed improvement plan. The plan should outline specific steps and strategies as well as a time frame. The workable learning agenda should be devised after extensive exploration of the data collected. Exploration of the data collected on the marginal worker will be monumental for identifying skills in need of growth and selecting goals to strengthening them.

Together the marginal worker and the coach execute the constructed plan for the desired skill gains and changes in behavior. They also review constructed goals on a regular basis for implementing changes if needed. The coaching process is monitored for incremental changes that serve as milestones for the marginal worker. As small changes occur toward the larger goal, an outcome assessment can be conducted for progress. The coach should provide the worker with self-assessment techniques for maintain strengthens while sharing highlights from the coaching process with the boss.

As the worker transitions from the program implementation activities phase, they move in the final stage of the coaching process. In the post-program activities phase, participates are encouraged to evaluate the program as a whole. The worker should provide feedback on the relevance and adequacy of the program’s elements put into place for obtaining the desired outcomes. The worker is also encouraged to provide feedback on the coach and discuss challenges and assistance received as a result from participating in the program.

When applying the coaching process to the marginal worker in the writer’s organization, one would begin by conducting an assessment of skills in need of improving with the 360-degree survey or a similar instrument. A coach would be provided to continue with the steps in the pre-program activities phase. The coach might consider the marginal workers past military experience as means of making a connection when establishing rapport. Watson (2001), states that life long learners continuously participate in training which is essential