Build Assessment Tool
Transcript of Build Assessment Tool
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The coaching canhave a number ofoutcomes
1. Sets expectations of performance
2. Gives feedback on expectations to:
a. Reinforce and recognise achievementsb. Highlight shortcomings and define correctiveactions
c. Coach the individual on how to resolve issues ofperformance or behaviour through reflection andjoint solution development
3. Identify training/ educational needs
4. Motivate people wake up call
5. Disciplinary led to address persistent under-
performancea. Set up of a managed coached action plan(3months for redemption)- Consequence of non performance linked toseparation
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Plan: Preparing forCoaching
What is the behavior you think needs changing orstrengthening
Is this my problem or the Subjects?What is the
behavior goal you want
Is the problem one of knowledge or willingness or
both
What resistance/reaction is likely
What is my Action PlanHow will I make it ours
What are the key messages the person must hear
and understand about the issue to be addressedand the way forward
Position them on the grid, relative to theirimmediate population
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Plan: Issues toConsider beforeCoaching
Is the behavior in question a high impactbehavior? To the entire team, or just me?
Is my focus on the behavior exhibited, or anassumption I have about the cause?
What do I expect to accomplish from the session?
How do I feel about the person? Are my
perceptions overly critical or too soft?
What information should I use in preparation? DoI have examples?
What are the benefits for the individual, from theirpoint of view, for altering the behavior?
What specific actions have I developed for theaction plan?
What approach is likely to get the most
cooperation from the person? Have I made plans to involve them, get their
ideas, for how to resolve the problem?
Have I allocated enough time? Is the locationappropriate?
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Do: Conducting theCoaching Session
Set the climate
Set expectations
Get/give feedback
Develop the action plan
Reinforce
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Do: Set the Climate Open the coaching session with casualconversation
Get the person to relax and talk freely
Transition to coaching through focus on what hasbeen done so far
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Do: Set Expectations How long session will last
Why hold the session
What is desired outcome
What do you wish to achieve
What does the other person expect fromthe session
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Do: Get and GiveFeedback
Strengths
Invite the person to summarize his/her strengths Clearly support the self-assignment of those you
consider real strengths Get further clarification on those behaviors you do
not consider real strengths Identify other strengths that the person has
overlooked. Cite specific expamples.
Opportunities
Invite the person to summarize skills not currentlyperformed well. Objective is to gainacknowledgement is needed.
Clearly support the self-assessment of those youconsider real
Get further clarification on those behaviors you donot consider real opportunities
Identify additional needs the person may haveoverlooked or avoided. Cite specific examples.
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Do: Get and GiveFeedback
Show the relative position of the person on thegrid
Provide your rationale for why so positioned
Give your coaching messages on what they
need to address in content knowledge andbehaviour (impact on others, attitude, motivation
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Do: Develop theAction Plan
Identify the strengths noted
List activities to maintain strengths, milestones
and goals
Identify the needs noted
List activities to develop needs, milestones andgoals
Outline the resources needed
Agree on the plan as a joint commitment
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Do: Reinforce Summarize the Action Plan
Check for mutual understanding on key elements
Build mutual confidence that we can make it
happen
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Review: Assess theSession and Follow-Up
Ask yourself:
Did the session achieve the objectives
What went well
If I had to do it again, what changes would Imake in my approach
What follow-up coaching is required
What is my role in the Action Plan
When do I need to follow-up
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There are four keyintervention stylesthat we can deploy
Acceptant
Catalytic
Confrontational
Prescriptive
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We can use theacceptant style when...
A Subjects feelings about a situation, a problem,other people or themselves are blocking their abilityto move forward
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It is underpinned bytwo assumptions
The Subject is prevented from coming to terms withthe problem or cannot find a way forward becauseof their feelings
The Subject has sufficient resources to find theirown way forward once the feelings have beenacknowledged and resolved
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Using the acceptantstyle
Adopt an open, non-threatening body posture anduse direct non-challenging eye contact
Smile and nod acceptance of Subjectsdescriptions of their situation; use positive verbalsignals (uh-huh etc)
Paraphrase/summaries what the Subject is saying
to you
Encourage Subjects to say more
Encourage Subjects to express their thoughts andtheir feelings about the situation. Give Subjectspermission to explore their feelings
Use silence to allow Subjects time to think and
articulate how they are feeling
Do not discuss or apply any value judgments to thecontent of the Subjects problem
Accept that the Subjects initial definition of theproblem is not necessarily the real problem. Startfrom where the Subject is and allow them toexplore and redefine their problem. All diagnosesare made by the Subject.
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Above all listen atthree levels
1. What is the Subject saying?
2. What is the Subject not saying?
3. What is it that the Subject cannot bringhimself/herself to say?
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The Subject does not enough have enough relevant
data to make a decision about change or they haveso much data they are overwhelmed and cantdistinguish the essentials
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The catalytic stylerelies on some keyassumptions
That the Subject wants to solve the problem and arecapable of exploring various aspects of it with help
That either additional data, or more structured data,will have a significant impact on the Subjects
perception of the situation. And, as a result of thischange of perception, the Subject will be able todecide on an appropriate course of action
There is sufficient data within the the system tomake a decision although it may currently be difficultto access or interpret
There will be greater Subject commitment to adecision if it is owned by them. It is essential that
the Subject makes their own decisions based on thedata
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How do I use thecatalytic style?
Use open questions to encourage the Subject todescribe their situation - but also accept theSubjects perspective as the legitimate start point
Use who, what, where, when, how questions tohelp Subjects explore the situation for themselves
Only use why questions sparingly otherwise it willcreate an interrogatory atmosphere
Sometimes suggest data-gathering methodologies inorder to collect more information about the situation -however, such suggestions should be madetentatively: the Subject should be allowed to develop
their data-gathering approach wherever possible
Encourage the Subject to make their own decisions -do not allow yourself to be drawn into making thedecision for them. Equally, do not offer your opinionon which decision is best
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Above all... Do not hide a prescriptive suggestion behind asupposedly catalytic question
eg Have you tried...? or Would it be useful if...?
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We can use theconfrontational style...
In situations where the Subject is part of the problemand there are discrepancies between what they saythey do (or think) and what they actually do (or think)in practice.
To highlight the implications of the Subject continuingwith a current behavior pattern
To point out the impact a Subject is having on you
Confrontation does not involve blame orjudgment. It objectively highlights the gapbetween what Subject said they were going to
do and what they actually did. The choice ofwhat to do about the discrepancy remains withthe Subject.
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The assumptionsunderlying the use ofthe confrontationalstyle are...
The Subjects values, beliefs and behavior are partof the problem that you are trying to resolve
The Subject does not have insight into (or choose toignore) discrepancies between their proclaimed
values and their actual behavior and its impact
If the discrepancies in behavior are addressed theSubject will have sufficient resources of their own tofind a solution or satisfactory way forward
The Subject has sufficient emotional resilience toundertake an examination of their behavior andvalues and will be able to deal with the feelings likelyto arise
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How do I use a
confrontational style
Point out discrepancies between what they think
they do and what they actually do
Point out the implications of continuing with currentbehavior
Confront the Subject with your own feelings about
their behavior
Use direct questions that help the Subject towardsawareness and honesty
Present facts, counter-arguments and logic to helpthe Subject test their objectivity
Help the Subject examine any implications which
could arise as a result of their behavior
Present alternative frames of reference for Subjectsto consider
Towards the end of the confrontation, summariesany decision(s) that have been taken
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But above all... Be ready for an adverse reaction from theSubject (denial, counter-accusations, anger,justification, displacement, blame etc)
Choose the right time to confront
Follow up to address any feelings of hurt, loss of
self image
Be prepared for the Subject to make aninappropriate decision about how to resolve theproblem you have highlighted
Apply the principles of giving and receivinggood feed-back
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Good behavioralfeedback underliesmost interventions
Good feedbackis:
Descriptivenot evaluative
Specific rather than general
Aware of the needs of the giver AND receiver
Directed at behaviors that can be changed
Timely
Checked to ensure communication
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There Are Two Typesof Feedback
Positive
Constructive
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Id like to receivepositive feedbackwhen I
Exceed performance standards by a noticeabledegree
Assist others in meeting their standards
Volunteer for a difficult or unpopular job
Consistently perform well for a long period of time
Offer suggestions on ways to improve proceduresor product quality
Make an effort to improve
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Constructivefeedback
Is motivated by an honest attempt to help both theindividual and the organization
Is based on dialogue, not monologuetalk to theindividual, not athim/her
Is given at time/place individual is ready to receive
Results in a consensus about the problem
Focuses on behavior/performance not personality
Offers specific suggestions for improvement
Concludes with specific action plans
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If you are receivingfeedback
Use the process
Dont take it personally
Dont get defensive
Use active listening skills
Take advantage of the opportunity to improve
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We can use theprescriptive stylewhen ...
The Subject genuinely does not know what to do ordoes not possess the relevant skills to find asatisfactory solution to the problem
The situation is critical and requires rapid action
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There are fourassumptionsunderlying the style
The manager is an expert in a specialismappropriate to the Subject's problem and is able togive sound advice
The Manager will be able to provide a satisfactorysolution to the problem
The Subject will comply with and carry out the
prescription
The Subject simply wants the problem alleviatedand is happy to hand over all control andresponsibility to the Manager
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How do I use theprescriptive style
Use a professional approach probably devoid ofsocial/personal niceties
Conduct a probing diagnostic investigation todetermine what you need to know about thesituation
Listen to the Subjects but with a view to diagnosingthe problem and offering a solution
Take control of the intervention by telling Subjectsdirectly how you perceive the problem or situation
Give expert advice- prescribe the best solution orset of actions for the Subject to follow
Describe your solutions with confidence andauthority and if necessary offer to supervise
implementation
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Above all... Ensure that the Subject will really be receptive tothis approach
Ensure that the problem lies fully within your field ofexpert competence - remember that you will beheld fully accountable for any solutions youprescribe
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In summary,coaching has anumber of keydimensions
Coaching, or Subject-centered consulting, is anongoing process not a sequence of isolatedevents
As individual Managers we must build trust with
our Subjects using all the steps in the processfrom initial contact to disengagement
We must think through,carefully plan and review
our coaching interventions
We must be prepared to use the full range ofintervention styles and know when to switchbetween them
We must, at all times, have the highest standardsof personal ethics in our individual relationshipswith our Subject - always have their best interests
at heart
We must be open to coaching ourselves
Above all never forget that an intimaterelationship with a Subject is a privilege and thatSubjects (and Managers) are human beings whohave the right to be treated with respect