Competency of Coaching for Resuts - Workshop Slides - Chandramowly

8/14/2019 Competency of Coaching for Resuts - Workshop Slides - Chandramowly

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Group HR Practices/Policies

Managing Results (Time Management) Competency Modeling Goal Setting Performance Management Process Employee Engagement Six Thinking Hats Coaching Pilot Emotional Intellgence

Coaching forCoaching forResultsResults

KARLELEADESHIP

DEVELOPMENTSERIES .8


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TodaysCoaching Approach

Coaching experienced iscontrolled

Coach defines goals anddirects learning plan

Coach structures the

procedures and roles Learner relies on

extrinsic motivation

Reduces individual

initiative

Shared control

Mutual definition of goalsand plan

Roles and proceduresevolve

Coach encourages learnerto question, thinkalternatives, examineconsequences

Increases initiative andinternal motivation

DIRECTIVE DISCOVERY


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ADULT LEARNING

Learning involves changed behaviour

They learn more when allowed to participate indirecting their own learning

Their opinions and questions are heard

They are encouraged to examine the consequencesof their own ideas and the results of their actions

KARLE needs that type of learning for its long termgrowth

RESEARCH PROVEN INSIGHTS


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If you responded No to items 2,3, and 4,

consider working on these specific skillsbefore initiating a coaching activity.

If you responded No to any of the remaining

items, you may want to discuss the coachingprocess and its long-term benefits with an HRor training specialist. You may wantsomeone to coach you in now to conductcoaching.


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COACH GUARDIAN

NETWORKER(Facilitator)

COUNSELLOR

Dimensions of Coaching

Influence(Directive)

Influence(Non-directive)

M e n t o r

Need (Intellectual)

Need (Emotional

)

Mentee


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Coach Helping Roles & Behaviours

Learning Support

Career Management

Self-Reliance

Career Counselling

Sounding Board

Bridging

Catalyst

Collaborating

Challenging

CriticalFriend Guidin

g

RoleModelling

COUNSELLOR

COACH GUARDIAN

NETWORKINGFACILITATOR

Goal-setting Protecting

Goals

Mentor

Behaviour sNon-Mentor Behaviour s

( A c t i v

e )

( P a s s i v e )

( A c t i v e )

( P a s s i v e )

Making casualcontacts Therapy

Listening


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COACH Competencies

Goal clarityConceptualising

Self-awareness(understandingself)

Communicating

Sense of proportion/humour

Interest indevelopingothers

Behaviouralawareness

(understanding others)

Business/

professionalsavvy

Committedto own

learning

Relationshipmanagemen

t


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Four competency pairs for relationshipmanagement

LearnPrepare

Open

Be ChallengedChallenge

Reflect Question Teach


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Seven Levels of Learning Dialogue

Social

Technical

Tactical

Strategic

Self-insightBehavioural change

Integrative


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Factors Critical to Success of Coaching Pilot

Development of an open and trusting relationshipbetween 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 andaddress issues Flexibility in structuring roles and responsibilities


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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


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Coaching Tools and Processes

360

PMS inputs GROW model New leader transition support Coachee Selection Matrix


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Coaching Process

Initiate theCoaching

Relationship

Define theStructure

for Coaching

Discover the Needs

of theIndividual

Observethe

Individual

ProvideCoachingBased onEmployee

Needs

DevelopTraining

Curriculum

Review AnnualPerformance

&Set Goals

ContinueOngoingProcess


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Leadership Competencies, the CCL

Way (3 of 3)

LeadingOneself Developing

adaptability Increasing

self-awareness

ManagingSource: CCL website, www.ccl.org
http://www.ccl.org/


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Goal

RealityOptions

Will

Agree topic for discussion Agree specific objective of session Set long-term aim if appropriate

Invite self-assessment Offer specific examples of feedback Avoid or check assumptions Discard irrelevant history

Cover the full range of optionsInvite suggestions from the coacheeOffer suggestions carefullyEnsure choices are made

mit to actiontify possible obstacles

ke steps specific and define timing

ee support

The GROW Model


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Push (directive)Telling

Instructing

Giving adviceOffering guidance

Giving feedback

Asking questions that raise awareness

SummarisingParaphrasing

Making suggestions

Reflecting

Listening to understand

Solving someonesproblems for them

Helping someone tosolve their own

problemsPull(non-directive)


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What coaching is and what it isn'tWHAT IT ISN'T

Telling/instructing/ teaching Non-directive counselling Psychological game playing Imposing an external

agenda Line managing/assessing or

being a tutor

WHAT IT IS Accessing what the client

already knows helping the client to

overcome limitingassumptions

Empowering the client Developing transferable

skills Dialogue Finding client's agenda


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My ideal self who do I want to

be?

My gaps wheremy ideal and real

self differMy learning agenda building on strengths

while reducing mygaps

Practising the newbehaviours, buildingnew neural pathways

Experimenting withnew behaviours,

thoughts and feelings

Developing trustingrelationships that support,help and encourage each

step in the process

Boyatzis Model of Intentional Change

My strengths where my ideal self

and my real self overlap

My real self Who am I?


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Benefits of Good CoachingBenefits of Good Coaching

Improve employee performance

Help develop employees competence

Help diagnose performance problems

Help correct unsatisfactory performance

Foster productive working relationship


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Characteristics of Good CoachCharacteristics of Good Coach

Positive

GoalOriented

Supportive

Focused Observant


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Boss vs. CoachBoss vs. Coach

BossBoss

Talks a lot

Tells Presume

Seeks control

Orders

Works on

Assign blame

Keeps distant

Listens a lot

Asks Explores

Seeks commitment

Challenges

Work with

Takes responsibility

Makes contact

CoachCoach


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Elements of Good Coaching SessionElements of Good Coaching Session

Establish aEstablish a

purposepurpose

EstablishEstablish

ground rulesground rulesKeepKeep

focusedfocused

DevelopDevelop

dialoguedialogueSpeak Speak

clearlyclearly

Discuss oneDiscuss one

specific issuespecific issue


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Communication Skills forCommunication Skills forEffective CoachingEffective Coaching


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3. Turn cants into canscants into cans

Instead of We cant do that until next week, say Well be able to do that next week.

Take responsibilityTake responsibility dont lay blame

Instead if Its not my fault, say Heres what I can doto fox that.

Seven Communication Principles for CoachingSeven Communication Principles for Coaching


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Asking Questions in Coaching SessionAsking Questions in Coaching Session

An effective question is brief

An effective question is focused

An effective question is relevant

An effective question is constructive


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Exploring QuestionsExploring Questions

OpenQuestions

Open questions yield lots of information because

they allow a person to explain what is most

important or interesting and encourage elaboration.

ProbingQuestions

Probing questions are those that relate to the topic we

want to explore further. They encourage the speaker

to flesh out the details.


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Closed vs. Open QuestionsClosed 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?


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Some Probing QuestionsSome 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?


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Five Steps of CoachingFive Steps of Coaching

Describe performanceissue a

professional

manner

Discuss thecauses of the

problem

Identifyand writedown

possiblesolutions

Develop

specificaction plan

Conduct

follow upsession


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Diagnosing Performance ProblemDiagnosing Performance Problem

Role ExpectationsRole Expectations

Ability (skills and knowledge)Ability (skills and knowledge)

Job DesignJob Design

Work EnvironmentWork Environment

Personal/Motivational ProblemPersonal/Motivational Problem

MostMost

performanceperformance

problems areproblems are

due to one (ordue to one (or

more) of fivemore) of five

factors :factors :


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Four Styles of BehaviorFour Styles of Behavior

Dominance

Influencing

Steadiness

Compliance


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Influencing

They like to shape the environment by influencing or persuadingothers 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 motivationalenvironment, 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


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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 astable, harmonious work environment

When they get demotivated they can become stubborn or stern,moods usually expressed in the form of passive resistance


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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 overlycritical


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Coaching Strategies for InfluencingCoaching Strategies for Influencing

Influencing

Ask about things going on in their livesoutside of work

Let them share with you their goals at work and elsewhere

Tie your objectives to their dreams and goals

Create democratic atmosphere and interactionwith them


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Coaching Strategies for SteadinessCoaching Strategies for Steadiness

Steadiness

Provide specific direction and offer assuranceswhen necessary

When implementing change, be sure to lay outa systematic, step-by-step procedure and drawout their concerns and worries about thesituation. They need to feel secure

Assure them that youve thought things through

before initiating changes. Give them a plan todeal with problem when they occur


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Coaching Strategies for ComplianceCoaching Strategies for Compliance

Compliance

Opportunities to demonstrate their expertise Plenty of details

Enough time to prepare for meetings

properly especially if they have an item onthe agenda to present

Situations where their systematic approachwill contribute to long term success


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Recommended Further ReadingsRecommended Further Readings

Marshal J. Cook, Effective Coaching Effective Coaching , McGraw Hill

Jack Cullen and Len DInnocenzo, Coaching to MaximizeCoaching to Maximize

Performance Performance , Velocity Business Publishing

Competency of Coaching for Resuts - Workshop Slides - Chandramowly

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