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Knowledge is Power Develop and Share

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

• Learning involves changed behaviour


• They learn more when allowed to participate in
directing their own learning
• Their opinions and questions are heard
• They are encouraged to examine the consequences
of their own ideas and the results of their actions
• KARLE needs that type of learning for its long term
growth
If you responded “No” to items 2,3, and 4,
consider working on these specific skills
before initiating a coaching activity.

If you responded “No” to any of the remaining


items, you may want to discuss the coaching
process and its long-term benefits with an HR
or training specialist. You may want
someone to coach you in now to conduct
coaching.
Dimensions of Coaching

Influence
(Directive)

COACH GUARDIAN

Need Mentee Need


(Intellectual) (Emotional
Mentor
)
NETWORKER
COUNSELLOR
(Facilitator)

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

High Potential Works With HR and


A’s Senior Management Coach With
Goal Of Eventual Move Into Band 1
Factors Critical to Success of Coaching Pilot

• Development of an open and trusting relationship


between coach and coachee
• Good coaching skills
• Adequate time & commitment of coach and coachee
• Coaches have choice in selection of coachee
• Orientation program for both coaches and coachees
• Specific, actionable feedback and advice
• Support structure to encourage follow through and
address issues
• Flexibility in structuring roles and responsibilities
Structure of a Coaching Meeting

Agenda: • Review development goals and strategies


• Discuss progress
• Serve as sounding board, offer advice on objectives,
help with networking, etc.
• Address problems/issues using GROW model

Process: • Ask questions to foster self-awareness


• Provide feedback
• Encourage responsibility taking

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

• Participate in development needs assessment and planning session


• Participate in Coachee orientation
• Use coaching sessions as learning opportunities
• Be willing to turn self-awareness into action for change
• Implement development plans
• Update manager on progress
Coaching Tools and Processes

• 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

Help develop employee’s competence

Help correct unsatisfactory performance

Help diagnose performance problems

Foster productive working relationship

Improve employee performance


Characteristics of Good Coach

Positive Supportive

Goal Focused Observant


Oriented
Boss vs. Coach
Boss Coach

• Talks a lot • Listens a lot


• Tells • Asks
• Presume • Explores
• Seeks control • Seeks commitment
• Orders • Challenges
• Works on • Work with
• Assign blame • Takes responsibility
• Keeps distant • Makes contact
Elements of Good Coaching Session

Establish a Establish Keep


purpose ground rules focused

Develop Speak Discuss one


dialogue clearly specific issue
Communication Skills for
Effective Coaching
Seven Communication Principles for Coaching

• Soften the ‘you’s or change the into “I” to avoid sounding


pushy
• Instead of : ‘You’ll have to….’, say ‘Could you….’ Or
‘Would you be able to….’

• Focus on the solution,


solution not the problem
• Instead of ‘We’re out of mild….’, say ‘We will pop
down the shop for some milk’.
Seven Communication Principles for Coaching

3. Turn can’ts into cans


• Instead of ‘We can’t do that until next week’, say ‘We’ll
be able to do that next week’.

• Take responsibility – don’t lay blame


• Instead if ‘It’s not my fault’, say ‘Here’s what I can do
to fox that’.
Seven Communication Principles for Coaching

• Say what do you want,


want not what you don’t want

• Instead of ‘Don’t drive too fast’, say ‘Drive carefully’

• Focus on the future,


future not the past

• Instead of “I’ve told you before not to……, say ‘From


now on…….”

• Share information rather than argue or accuse

• Instead of ‘No, you’re wrong’, say ‘I see it like this….’


Asking Questions in Coaching Session

An effective question is brief

An effective question is focused

An effective question is relevant

An effective question is constructive


Exploring Questions

Open questions yield lots of information because


Open
Questions they allow a person to explain what is most
important or interesting and encourage elaboration.

Probing Probing questions are those that relate to the topic we


Questions want to explore further. They encourage the speaker
to flesh out the details.
Closed vs. Open Questions

When did that happen? What led up to that?

Was your trip successful? What did you manage to


accomplish on your trip?

Did you like the candidate? In what ways do you think that
candidate meets our need?

Did you have a good meeting? What happened at the meeting?


Some Probing Questions
• Can you be more specifics?
• Can you give me an example of that?
• What happened then?
• For instance?
• How does this affect you?
• What might cause that, do you think?
• Can you fill me in on the details?
Five Steps of Coaching
Describe Discuss the Identify
performance causes of the and write
issue a problem down
professional possible
manner solutions

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

• They like to control their environment by overcoming opposition to


accomplish their desired results
• They are direct, forceful, impatient, and can be extremely
demanding
• They enjoy being in charge and getting things done
• When they are negatively motivated, they can be defiant
• They don’t like being told what to do
• They are reluctant with tasks that involve dealing with lots of detail
• They would quickly become bored with a routine task
Influencing

• They like to shape the environment by influencing or persuading


others to see things their way
• They dislike for handling complex details or working as lone rangers
• They prefer to deal with people rather than things
• They enjoy making a favorable impression, a good motivational
environment, and viewing people and environment optimistically
• They will chat with you about anything on their minds
• They motivate their people and love to generate enthusiasm
• When negatively motivated, they can be indiscriminately impulsive
Steadiness

• They like to cooperate with others to carry out a task


• They are team player and prefer dealing with things, one thing at a
time
• They are patient, reliable, loyal and resistant to sudden changes in
their environment
• They appreciate an orderly step-by-step approach
• They tend to perform in a consistent, predictable manner and prefer a
stable, harmonious work environment
• When they get demotivated they can become stubborn or stern,
moods usually expressed in the form of passive resistance
Compliance

• They are cautious and demands quality and accuracy


• They appreciate opportunities for thorough, careful planning
• They are critical thinkers who are sticklers for detail
• They prefer to spend time analyzing a situation and like the steadiness,
are slow to accept sudden changes
• They like following procedures and standards – preferably their own
• They respond favorably to logical, well-thought-out, planned options
• When they are negatively motivated, they become cynical or overly
critical
Coaching Strategies for Dominance
• Be clear, direct, and to the point when you
interact and communicate with them
Dominance
• Avoid being too personal or talking too much
about non work items
• Let them know what you expect from them. If
you must direct them, provide choices that
give them the opportunity to make decisions
• Accept their need for variety and change.
When possible, provide new challenges, as
well as opportunities to direct the efforts of
others
Coaching Strategies for Influencing
• Ask about things going on in their lives
outside of work
Influencing
• Let them share with you their goals at work
and elsewhere
• Tie your objectives to their dreams and goals
• Create democratic atmosphere and interaction
with them
Coaching Strategies for Steadiness
• Provide specific direction and offer assurances
when necessary
Steadiness
• When implementing change, be sure to lay out
a systematic, step-by-step procedure and draw
out their concerns and worries about the
situation. They need to feel secure
• Assure them that you’ve thought things through
before initiating changes. Give them a plan to
deal with problem when they occur
Coaching Strategies for Compliance
• Opportunities to demonstrate their expertise

Compliance • Plenty of details


• Enough time to prepare for meetings
properly – especially if they have an item on
the agenda to present
• Situations where their systematic approach
will contribute to long term success
Recommended Further Readings

• Marshal J. Cook, Effective Coaching,


Coaching McGraw Hill

• Jack Cullen and Len D’Innocenzo, Coaching to Maximize


Performance,
Performance Velocity Business Publishing

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