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COMPETENCY OF
COACHING FOR RESULTS
KARLE
LEADESHIP
DEVELOPMENT
SERIES ….8
Coaching for
Results
• Group HR Practices/Policies
• Managing Results (Time Management)
• Competency Modeling
• Goal Setting
• Performance Management Process
• Employee Engagement
• Six Thinking Hats
• Coaching Pilot
• Emotional Intellgence …………………
Today’s
Coaching Approach
DIRECTIVE DISCOVERY
• Shared control
• Coaching experienced is
controlled • Mutual definition of goals
• Coach defines goals and and plan
directs learning plan • Roles and procedures
• Coach structures the evolve
procedures and roles • Coach encourages learner
• Learner relies on to question, think
alternatives, examine
extrinsic motivation
consequences
• Reduces individual
• Increases initiative and
initiative
internal motivation
ADULT LEARNING
RESEARCH PROVEN INSIGHTS
Influence
(Directive)
COACH GUARDIAN
Influence
(Non-directive)
Coach Helping Roles & Behaviours
Career Management
COACH GUARDIAN
(A
Goal-setting
e ) Critical ct i Protecting
ti v ve
(Ac Friend Guidin )
g
Challengin
g Role
Collaboratin
Learning Modelling Support
g Career Counselling
“Bridging
” Listening Goals
(P ) Mentor
a
Making casual s s Catalys Soundin i v e Behaviour
ive s s
contacts t g Board as Therapy Non-
) (P Mentor
Behaviour
s
NETWORKING
COUNSELLOR
FACILITATOR Self-Reliance
COACH Competencies
Self-awareness
(understanding
self)
Relationship
managemen Communicati
t ng
Committed Sense of
to own proportion/
learning humour
Business/ Interest in
professional developing
savvy others
Conceptualisin Goal clarity
g
Behavioural
awareness
(understandin
g others)
Four competency pairs for relationship
management
Learn
Prepare
Open
Challeng Be Challenged
e
Reflect Question
Teach
Seven Levels of Learning Dialogue
Social
Technical
Tactical
Strategic
Self-insight
Behavioural change
Integrative
Overview of Coaching Roles
Completes Development
HR Profile Using Karle
Senior Manager Competencies. To Build
Chooses High Potential, A”, On Towering Strengths or
From Another Functional Address Crippling
Area For One On One Weaknesses
Development Coaching Level I
A
A
Level II
A
A A
Level III
A A
A
A
Time: • Bimonthly
• 1-2 hrs per session
• Brief, informal contacts
Coach’s Role In Monthly Meetings
What Does A Senior Manager Do As A Coach?
• Participate in Introduction to Coaching workshop
• Understand feedback profile and development needs;
• Discuss development options with coachee;
• Increase coachee self-awareness by asking questions & providing
feedback;
• Prompt responsibility taking by encouraging self-critique;
• Offer support for maintaining work/personal life balance;
• Monitor progress on development plans
• Confer with coachee’s manager on high potential/high performer
status
• Report on progress
Role of Coachee
• 360°
• PMS inputs
• GROW model
• New leader transition support
• Coachee Selection Matrix
“WHAT LIES BEHIND US &
BEFORE US ARE TINY
MATTERS COMPARED TO
WHAT LIES WITHIN US”
Oliver Wendell Holmes
Coaching Process
Discover
Initiate the Define the
the Needs
Coaching Structure
of the
Relationship for Coaching
Individual
Provide
Develop Coaching
Training Observe
Based on the
Curriculum Employee Individual
Needs
Review Annual
Continue
Performance
Ongoing
&
Process
Set Goals
Leadership Competencies, the CCL
Way (3 of 3)
• Leading
Oneself
– Developing
adaptability
– Increasing
self-
awareness
Source: CCL website, www.ccl.org
– Managing
The GROW Model
• Agree topic for discussion
mmit to action
• Agree specific objective of session
ntify possible obstacles
• Set long-term aim if appropriate
ke steps specific and define timing
ree support Goal
Will
Reality
Options • Invite self-assessment
Cover the full range of options • Offer specific examples of feedback
• Avoid or check assumptions
Invite suggestions from the coachee
Offer suggestions carefully • Discard irrelevant history
Ensure choices are made
Helping someone to
solve their own
problems
Pull
(non-
Listening to directive)
understand
Reflecting
Paraphrasing
Summarising
Asking questions that raise awareness
Making suggestions
Giving feedback
Offering guidance
Giving advice
Instructing
Telling
Solving someone’s
Push (directive) problems for them
What coaching is and what it isn't
WHAT IT IS WHAT IT ISN'T
• Accessing what the client • Telling/instructing/ teaching
already knows • Non-directive counselling
• helping the client to • Psychological game playing
overcome limiting • Imposing an external
assumptions agenda
• Empowering the client • Line managing/assessing or
• Developing transferable being a tutor
skills
• Dialogue
• Finding client's agenda
Boyatzis Model of Intentional Change
My ideal self –
who do I want to
be?
Practising the new My real self –
behaviours, building Who am I?
new neural pathways
Developing trusting
relationships that support, My strengths –
help and encourage each where my ideal self
step in the process and my real self
Experimenting with overlap
new behaviours,
thoughts and feelings
My gaps – where
My learning agenda – my ideal and real
building on strengths self differ
while reducing my
gaps
Benefits of Good Coaching
Positive Supportive
Did you like the candidate? In what ways do you think that
candidate meets our need?
Develop Conduct
specific follow up
action plan session
Diagnosing Performance Problem
Role Expectations
Most
Ability (skills and knowledge)
performance
problems are
due to one (or Job Design
more) of five
factors : Work Environment
Personal/Motivational Problem
Four Styles of Behavior
Dominance Steadiness
Influencing Compliance
Dominance