GEORGIA HOSPICE & PALLIATIVE CARE ANNUAL CONFERENCE

Cathy Stauffer Wozniak, MPH, MBA

Executive Director

Hospice of Northeast Georgia

Medical Center

Cathy.wozniak@nghs.com

770-219-8888

Coaching Your Staff For Success

1. Recognize how coaching skills can enhance your management and communication skills.

2. Distinguish the five C’s of coaching.

3. Differentiate between the approaches used in traditional coaching and “coaching moments.”

4. Learn specific coaching skills and how they can be practiced in the workplace.

Coaching Skills Objectives

Group A – What happens if not coached?

Group B – What happens when coached?

Take 5 mins. In your groups to record your answers.

Groups Debrief

What Happens To Team Members That Are Not Developed Or Coached

Describe what coaching is in 1 or 2 words.

Examples:

Development

Effective Listening

Objective questioning

5 minutes to brainstorm your ideas in your small groups

Group Debrief

What Is Coaching?

“Coaching in its truest sense is giving the responsibility to the learner to help them come up with their own answers.”

---Vince Lombardi, US NFL Coach

“Each person holds so much power within themselves. Sometimes they just need a little nudge, a little direction, a little support, a little coaching, and great things can happen.”

---Pete Carroll

“Coaching provides the team leader the opportunity to build trust and help team members reach beyond their limits.”

---Vital Learning, 2007

“Coaching is unlocking a person’s potential to maximize their own performance. It is helping them to learn rather than teaching them.”

---Timothy Gallwey

What Is Coaching?(as defined by others)

“A collaborative, solution-focused, result-oriented and systematic process in which the

coach facilitates the enhancement of work performance, life experience, self-directed

learning and person growth of the coachee.”

---The Association of Coaching, 2005

What Is Coaching?(more formal definition)

To help promote and develop people’s skills and abilities and/or take on increased responsibility.

To boost performance and improve productivity.

To deal with issues and challenges before they become major problems.

To react quickly to situations and issues.

To help others explore goals and new skills and ambitions.

To highlight succession planning and help people distinguish more realistic understanding of their career expectations.

To achieve significant and lasting change.

Why Coach?

Reflect on the impact of his/her choices.

Identify “Blind Spots” that have a negative effect on life and work.

Take action based on conscious choices.

Understand accountability and accountability of others.

Aspire to reach for and achieve higher goals.

Coaching Helps People To:

It is a model created by Joseph Luft and Harrington Ingram that maps personality awareness using a set of adjectives – what you think and what others think

they know about you.

Johari Window Can Help To Improve Communication

Directing – follow-through with a person about responsibilities of a position they hold

Teaching – imparting knowledge or skill

Training – focuses mostly on skill development

Performance Counseling (or Progressive Discipline) – a process for dealing with job-related behavior that does not meet expected and communicated performance

Whereas,

Coaching:

Helps to develop self-awareness & self-reliance

Provides support, follow-through and motivation to attain personal and professional goals

Is an equal partnership in achieving a desired outcome

How Coaching Differs From Other Feedback Approaches

I. Keys to being an effective coach? Coach the person, not the problem

Listen and seek to understand

Self management – come prepared to coach

Ask powerful questions

Honor confidentiality and build trust

Create a safe space to allow coachee to be honest with self

Work with coachee at his/her current developmental level…not yours

Assist coachee to stretch and grow without pushing or forcing

Only offer advice if necessary – always ask permission – “Would it be alright to share my thoughts on this issue? Or, I can only give you my thoughts. You are the only one who can make the final decision.”

Foundations Of Coaching

II. The coachee: Is lead person in directing choices – Problem Solver

Demonstrates behavior that is a reflection of his/her belief system

Has ability to motivate self and take action (internal motivation is more effective than external direction)

Has ability to solve his/her own problems

Is capable of tapping into internal strength to attain goals

Foundations Of Coaching(continued)

Find a partner to practice with; one person will talk and one person will listen.

Each person will have 2 minutes to talk about a topic that is meaningful to them.

The person who is listening will practice to deeply listen; will not speak or ask questions; will notice when their own internal thoughts start to creep in.

Listening Exercise

Connect

Clarify

CollaborateChallenge

Commit

The 5 C’s Of The Coaching Process

The pivotal piece to building a coaching relationship!

Connect

Show respect to increase trust

Be willing to understand to decrease fear

Generate empathy to minimize embarrassment

Be non-judgmental to open communication

Value the person to encourage honesty and reduce resistance

Listen ~ really listen

Ways To Connect:

Assumptions

Beliefs

Choices

Sense of self

Underlying motives

Requirements

Behaviors

Outcomes

Attitudes

Blind Spots

Values

Needs

ClarifyPowerful in discovering real issues and

awareness of:

Provides direction to take

“What’s important?”

“What is required?”

“And?” “So?”

“What options have you considered?”

“What does this mean to/for you?”

“Could this be seen in another way?”

“Do you know what that looks like?”

“What result would you like to see?”

Coaching Questions To…Clarify

Increase the energy in the interaction

Identify possibilities and potential

Evaluate alternative solutions and access resources

Develop a supportive work relationship

CollaborateWorking with the person to:

“How can I support you?”

“What do you need from me?”

“I have a suggestion, if you think it will help.”

“If it works for you and the team I could…”

“If that is the track you are taking, I have a couple of ideas that may help you.”

“Is there anyone you would like to talk to about this idea, project, etc.?”

Coaching Questions To…Collaborate:

Encouraging to let go of narrow views or long held beliefs

Altering old attitudes and behaviors

Considering other possibilities

Changing perspectives

Validating the direction the person is taking

ChallengeExplore deeper reasons for making certain

choices by:

“If you did that, what would happen?”

“Who else would you like to be involved in this decision?”

“What were the results last time you did that?”

“What is keeping you from moving forward?”

“Will that serve you/the project?”

Coaching Questions To…Challenge

Agreeing to a course of action

Becoming empowered to take the necessary steps

Building confidence and self-reliance

Becoming inwardly motivated

CommitThis is the desired outcome in coaching when people commit to make positive change by:

“When will you decide?”

“What will it take for you to take action on this?”

“What do you see is your next step?”

“Are you ready to commit to that plan of action? Why? Why not?”

If not now, when?”

“Does that feel right to you?”

Coaching Questions To Support…Commit

A part of who a person is and important to be aware of as a coach.

Consistencies in an individual’s manner of doing work and interacting with other people.

Different behavior styles find satisfaction in different types of activities (influence roles).

Each style useful to team if complementary.

Behavior Styles Influence How To Coach

High “D” – High self-confidence, forcefulness, competitiveness

High “i” – Talkativeness, enthusiasm, optimism, energy

High “S” – Friendliness, cooperative, persistence, patience

High “C” – Accuracy, may be cautious, concern for high standard

DiSC Behavior ModelCharacterized By:

High “D”:

Be specific about desired result and clearly state consequences.

Support person in setting their course (finding solution).

Expect them to move quickly with change (solution)

Coaching (Developing) Most Effectively With DiSC Styles

High “i”:

Be direct about coaching.

Schedule enough time for discussion.

State rewards of improvement, including chance to look good in eyes of others.

End discussion by getting a commitment to a specific path (solution).

Coaching (Developing) Most Effectively With DiSC Styles

High “S”:

Recognize areas of good performance first.

Support the person in developing a step-by-step plan (solution).

Be warm and reassuring.

Coaching (Developing) Most Effectively With DiSC Styles

High “C”:

Be prepared for a defensive reaction.

Stick to facts.

Give person enough time to formulate a plan (solution).

Provide follow-up feedback regularly.

Coaching (Developing) Most Effectively With DiSC Styles

Moments where you, as a team leader, have an opportunity to ask questions of your team member to help him/her gain perspective, insight, and personal learning about a recent event in which the individual

was involved in the workplace.

Definition Of “Coaching Moments”

Observation of a wrong or right action.

May have asked for help.

Fellow co-worker informs you.

Based on an assessment.

Performance/operational data points something out.

Coaching Moments Are Not Scheduled Events

Help team members gain perspective on “what happened” in order to learn from experience.

Ask open-ended questions versus asking questions that are actually statements.

Remember to focus on observable behavior rather than “feelings” or “opinions”

This step is particularly powerful when something positive happened.

What Happened?Ask the Team Members’ View of What

Happened

Understanding “why” something happened is important background.

Getting a clear understanding of “why” someone handled it the way he/she did may add significant perspective.

Understanding the “why” may change perspective on the “what”.

The Why?Ask Why It Happened The Way It Did

Remember consequences may be both immediate and future.

This discussion will likely uncover both “intended” and “unintended” consequences.

Consequences are a sensitive area of discussion so be aware and particularly open in your communication.

Consequences?Ask What The Consequences Were

It’s helpful for a team member to specifically articulate what lessons have been learned.

When a team member is able to articulate a clear and specific plan of what he/she will do differently next time – you both have a clear plan of commitment.

What Lessons Learned?Ask What Lessons Were Learned and What The Team Member Will Consider Doing Differently

Next Time

It’s important to consider what may, or may not, need to be done immediately.

Consider if there is corrective action that might improve a current situation.

Consider what resources the team member may need to implement more effectively next time.

End discussion with encouragement and support.

Next Step?Ask What The Team Members Next Step Will Be

Get into Triad groups

Coach, Coachee & Observer

Scenario:

You have just arrived back from lunch and you passed the receptionist desk. It sounds as if the receptionist is struggling with a call from a family member. The family is asking to speak with the family member’s (patient) hospice nurse but the receptionist is trying to explain that the nurse in working in the field and the in-house procedure is for her to transfer the family member to the central intake nurse from the clinical team the patient is assigned.

It seems the family member must be adamant about talking directly to the nurse but the receptionist is insistent that this will not work per policy and is talking in a matter-of-fact tone of voice. As the clinical manager, you are not pleased with this interaction. What do you do?

“Coaching Moment”Skill Practice Instruction

Team Leader Role (Coach): Practice asking questions to help the team member explore and learn from the experience.

Team Member Role (Coachee): Act being in the moment of the scenario and allow the team leader to practice the coaching moment process.

Observer Role: Take detailed notes and provide feedback to the team leader.

Take 5-8 minutes per round

1 minute to prepare; 5 minutes to practice

2 minutes for feedback

(Switch Roles and Repeat)

Debrief as large group – 5 minutes

“Coaching Moment”Skill Practice Instruction

(continued)

Performance coaching becomes necessary when a team member’s performance isn’t meeting job expectations.

Most performance problems can be resolved through effective communication in a counseling session (similar to a “coaching moment”) where expectations can be clarified and the performance issue discussed openly and in a manner that supports the change the team member needs to make.

Performance Coaching

Set up a meeting with the team member and advise that he/she is not meeting the performance standard(s).

Ascertain the reasons why performance is inadequate and obtain their point of view.

Specify precisely what is unacceptable in the team member’s performance (give examples) and elicit their thought on a solution to the performance issue.

Specify precisely what the employee is expected to do in the future and reach an agreement on a plan.

Provide clear explanation that a failure to correct the performance deficiencies may result in adverse consequences if not taken seriously and improved.

Schedule specific date and time to follow-up.

Short Blueprint On What To Do When A Team Member Is Not Meeting Performance

Expectations?

Meet in private

Have the right attitude – maintain a constructive tone of voice, be professional, focused and elicit their participation in discussion.

Focus on observable behavior – not attitude

Explain upfront the purpose of the meeting

Get your facts right and give examples of the problem(s)

Pinpoint deficiencies (like surveyors do to us)

Some Tips Before & During A Performance Counseling Meeting

Nail down the cause

Offer appropriate help – but don’t offer inappropriate help (i.e. lack of basic knowledge or skill to perform essential duties)

Point out consequences

Document the meeting (i.e. informal, verbal, written – follow performance improvement policy of organization; if needed, place employee on performance improvement action plan)

Follow-up – if showing improvement, let him/her now immediately; if not, go back and talk again

Some Tips Before & During A Performance Counseling Meeting

(continued)

Remember, As A Manager – Your Organization Is Looking To You To Develop Others and Hold Them

Accountable

“No man is an island…” – John Donne

Inviting people who know you well or who work with you can be one of the best ways to refine your managerial and coaching skills.

Through informal conversations; self-assessments; personal planning, training and practice; or engaging in more structured meetings such as, “lunch ‘n learns” or peer learning and feedback forums either in person or via conference calls, are ways you can accelerate the rate of your growth.

CONNECT, CONNECT, CONNECT

Establish a Coaching Support Community (“Your Coaches”)

In Becoming The Best Manager You Can Be!

Your Coaching Community/Team:

Your direct manager

Trainers

Co-participants

Colleagues

Mentors

Direct reports

Others who know you well

Build Your FutureLearn Together!

1. Co-Active Coaching – 1998 – Laura Whitworth, Henry Kimsey-House, and Phil Sandahl.

2. Humble Inquiry – 2013 – Edgar H. Schein.

3. The 4-Dimensional Manager – DiSC Strategies for Managing People in the Best Ways – 2002 – Julie Straw

Recommended Resources