Negotiating, Leadership and Coaching Skills 6th April (5)

8/14/2019 Negotiating, Leadership and Coaching Skills 6th April (5)

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ReCh

Management Centre

Negotiating Skills,Leadership and Coaching6th April, 2009


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Contents

Contents ..................................................................................................................................................................2

Negotiating Skills .....................................................................................................................................................1

Purpose ............................................................................................................................................................1

Introduction ........................................................................................................................................................2

Negotiation as a Fight:....................................................................................................................................... 3

Negotiation is a game:........................................................................................................................................ 3

Bargaining Tips ..................................................................................................................................................3

Negotiating principles .........................................................................................................................................4

The six stages in the negotiating process ............................................................................................................5

The way people behave in meetings ...................................................................................................................8

Beware the 7 Deadly Sins of Negotiating!.......................................................................................................... 11

The Language of Negotiation ............................................................................................................................11

Negotiation overview ........................................................................................................................................12

Negotiating workshop .......................................................................................................................................12

The nature of leadership ........................................................................................................................................13

....................................................................................................................................................................... 13

Different leadership styles .................................................................................................................................14

The Autocrat.................................................................................................................................................... 14

The Laissez-Faire Manager ..............................................................................................................................14

The Democrat.................................................................................................................................................. 14

Analysing Your Style ........................................................................................................................................15

Recognizing what team members look for in a team leader ................................................................................16

Style Choice ....................................................................................................................................................18

Practical Aspects of Directing Teams ................................................................................................................20

Keeping the Team Together .............................................................................................................................21

Coaching ...............................................................................................................................................................23


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Why Project Managers Should Coach ....................................................................................................................26

Appendix Definitions & Resources .......................................................................................................................30

Resources .......................................................................................................................................................30

Definitions ........................................................................................................................................................30


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Negotiating Skills

Week2 Day 1

Purpose

The purpose of this lecture is to present the importance of negotiating and how itis done


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Introduction

Negotiation is a dialogue intended to resolve disputes, to produce an agreementupon courses of action, to bargain for individual or collective advantage, or tocraft outcomes to satisfy various interests. It is the primary method of alternative

dispute resolution.

Negotiating Skills

'Heads I win, tails you lose.'

That's the way to handle negotiating, isn't it?

Well, no.

Good negotiating isn't about winning and it isn't about someone else losing.

Good negotiating is about both sides leaving feeling they got what they wanted,or at least better off than when they went in.

Unsuccessful negotiation is when either side feels they've compromised toomuch, given way when they didn't want to, felt undue pressure; felt threatened;made sacrifices they didn't want to.

In those situations the other party might believe they've won and go away feelinggood about themselves; but that's not really successful negotiation.

They may have won, but the other party will never trust them again and may notwant to repeat the experience.

As the clich says, they may have won the battle, but they won't have won thewar.

What if negotiating were about giving away as much as you possibly could,without feeling unhappy about it?

What do you have, that you're willing to give away, that the other side wants?

What negotiations pressures can you bring to bear that won't feel like pressure;but rather will feel more like good hard bargaining?

Really good negotiators are able to read the other person/people. They can takethe role of an Objective Observer, retaining a calm, inner state of mind.

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They are able to let go of their positions, giving up one want and choosinganother.

Negotiation as a Fight:

Negotiation can sometimes both look like and feel like a fight. It is two-way andindeed there may be more coming at you, than you are offering the other way.You need to define a personal context for fighting.

Seeing:

The best skill you can have is one of seeing. How well you see other people; howwell you can see what's going on for them and for yourself. This is all aboutreading people, picking up their signals.

Negotiation is a game:

Treat negotiating as a game; that one has to play and play hard. Sometimes youwill win, sometimes you will lose. The more you are able to work with negotiationskills as a game the more in charge of your negotiation you can be.

Bargaining Tips

Five Bargaining Tips

1. Be clear, in your own mind, about exactly what you're after

Be clear, in your own mind, about exactly what you're after.

Do your homework, so that you are fully prepared to discuss every aspect

and respond to every question and comment.

Be persistent. Don't expect to "win" the first time. Your first job is just to start

the other person thinking.

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Make friends with the person with whom you are bargaining. Put your

bargain in terms of his or her needs, advantages, and benefits.

Keep your sense ofhumour.

2. Separate the Relationship with the People from the Substance of the Deal

Be hard on the deal, soft on thepeople

See the deal from inside their shoes

Make your proposal consistent with their value

3. Focus on Shared Values and Interests, but not on the Positions Each SideTakes

Values define the deal

Each side has multiple interests be clear on yours, discover theirs

4. In Stuck, Brainstorm Options for Mutual Benefit

Be creative, think outside the box

Identify shared interest

5. Use Objective Criteria for Decision-Making

Strike a deal based on principle, not pressure

Agree on fair standards and procedures

Frame issues as a collaborative quest

Negotiating principles

1. Set the tone offset any bad rumours and be candid

2. Utilize "human factors" and be open about feelings and motives: this willenhance trust.

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3. Avoid presenting too many issues, highlight the strongest ones.

4. Avoid deadlines, lessening the chance for needless concessions.

5. Summarize frequently: this enhances understanding.

6. Present arguments calmly, without personalization, and make sure theyare logically supported.

7. Avoid use of personal opinions in arguments.

8. Avoid ultimatums and other forms of non-negotiable demands.

9. Admit, when appropriate, the validity of the other party's arguments

The six stages in the negotiating process

Prepare

It is important that you do not jump into negotiation without thoroughly preparingyour case in advance

L LIST your objectives and their objectivesI - Those you INTEND to getM Those you MUST get

Do your research. Make sure you get all the facts that have a bearing onthe issue being negotiated, making sure that they are accurate andcomplete.

Find out and observe any procedures that exist for pursuing the issue. Having prepared your case plan how you intend to pursue the issue.

What will be your tactics?

It is important that you are clear about your objectives. Decide which onesyou would like to achieve and what your fallback position will be.Remember negotiation often involves compromise.

Anticipate the arguments and responses you are likely to receive in orderto be prepared to counter them. Is there a possibility of an acceptablecompromise?

Stage 1 - Statement of Intent to Negotiate

Stage 2 - Readiness to Negotiate

Convene an initial meeting of the parties this will be the first occasion on whichthey sit down at a table with representatives. This meeting allows the parties toexchange information, consider the criteria for determining the parties' readinessto negotiate and generally identify issues of concern. The meeting usually takes

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place in neutral venue. The three parties must demonstrate that they have acommitment to negotiate, a qualified negotiator, sufficient resources, a mandate,and a process to develop that mandate and ratification procedures.

Stage 3 - Negotiation of a Framework Agreement

The framework agreement is, in effect, the "table of contents" of acomprehensive agreement. The parties agree on the subjects to be negotiatedand an estimated time frame for stage four agreement-in-principle negotiations .

Stage 4 - Negotiation of an Agreement in Principle

This is where substantive negotiations begin. The three parties examine in detailthe elements outlined in their framework agreement. The goal is to reach

agreement on each of the topics that will form the basis of the agreement. Theseagreements will identify and define a range of rights and obligations, including:existing and future interests; structures; relationship of laws; regulatoryprocesses; amending processes; dispute resolution; financial component; fiscalrelations and so on. The agreement in principle also lays the groundwork forimplementation of the final agreement.

Stage 5 - Negotiation to finalise an agreement

The agreement formalises the new relationship among the parties and embodiesthe agreements reached in the agreement in principle. Technical and legal issuesare resolved at this stage.

Stage 6 - Implementation of the agreement

Long-term implementation plans need to be tailored to specific agreements. Theplans to implement the agreement are put into effect or phased in as agreed.With time, all aspects of the agreement will be realized and with continuinggoodwill, commitment and effort by all parties, the new relationship will come tomaturity.

Remember

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Propose

Make proposals.

State conditions.

Express concerns.

Search for common interests.

Begin to identify those concessions you could make that would hold mostinfluence over the other side and those they would be willing to make inreturn.

Use positive body language.

Bargain

Listen out for offers to settle - key words are IF and THEN.

Start making concessions.

Every concession should have a condition - IF you THEN I will

Conserve your concessions - dont give everything away too soon.

Dont be afraid to say no.

Be aware that adjournments, especially at this stage in the negotiation,may give the impression that you are considering an offer.

Agree

Usually one final concession: IF you do that, THEN we have a deal!

Gain commitment.

Record and agree results.

Leave satisfied both sides should be happy with what has been agreed.

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The way people behave in meetings

Good meeting protocol

Listen carefully

Ask questions

Clarify

Summarise

Establish a business- like atmosphere be confident!

State your case clearly and with brevity emphasise the important points.

Listen carefully be courteous and dont interrupt.

Take notes in case of a later dispute and to plan your next steps.

Ask for an adjournment (time-out) if you need to discuss a new development,an unexpected response or if you need time to collect your thoughts. Be clear onthe reasons for and the length of the adjournment. The usual protocol is that theside who seeks the adjournment should be the one to restart the negotiation.

Maintain discipline and unity. Consider using one main speaker. If anyone onthe team considers that an important point has not been raised, pass a note tothe speaker or ask for an adjournment. Never disagree in front of the other party.

Ask questions and clarify issues - summarise as appropriate to check

understanding.

Dont argue, interrupt or assume!

Bad meeting protocol

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Beware the 7 Deadly Sins of Negotiating!

Pride - Be prepared to compromiseGluttony - Dont bite off more than you can chewAnger- Handle objections calmlyCovetousness - Prioritise needs/wantsEnvy - Know competitors strengths & weaknesses AND your ownSloth - Do your homeworkLust - Dont look desperate to settle

The Language of Negotiation

MFP - Most Favourable Position (this is what you are aiming for)WAP - Walk Away Position (the stage at which you would withdraw from the negotiation)

BATNA - Best Alternative to a Negotiated Agreement (if you cant agree, then what next?)IVC - Inexpensive Valuable Concessions (valued highly by the other side but may cost you little)TO - Time Out (use if new information comes to light that causes you to reconsider)

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Negotiation overview

Negotiation is a key skill - for life

Negotiation should be win/win

Negotiation is a process which can be learnt

Preparation is vital.

Be aware of your own style and performance and seek every opportunityto improve.

Negotiating workshop

http://www.sfhgroup.com/ca/training/online-training/test-your-skills.php

http://www.zapdramatic.com/

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The nature of leadership

The role of leadership in management is largely determined by the organisationalculture of the company. It has been argued that managers' beliefs, values andassumptions are of critical importance to the overall style of leadership that theyadopt.

There are several different leadership styles that can be identified within each ofthe following Management techniques. Each technique has its own set of goodand not-so-good characteristics, and each uses leadership in a different way.

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Different leadership styles

The Autocrat

The autocratic leader dominates team-members, using unilateralism to achieve a

singular objective. This approach to leadership generally results in passiveresistance from team-members and requires continual pressure and directionfrom the leader in order to get things done. Generally, an authoritarian approachis not a good way to get the best performance from a team.

There are, however, some instances where an autocratic style of leadership maynot be inappropriate. Some situations may call for urgent action, and in thesecases an autocratic style of leadership may be best. In addition, most people arefamiliar with autocratic leadership and therefore have less trouble adopting thatstyle. Furthermore, in some situations, sub-ordinates may actually prefer anautocratic style.

The Laissez-Faire Manager

The Laissez-Faire manager exercises little control over his group, leaving themto sort out their roles and tackle their work, without participating in this processhimself. In general, this approach leaves the team floundering with little directionor motivation.

Again, there are situations where the Laissez-Faire approach can be effective.The Laissez-Faire technique is usually only appropriate when leading a team of

highly motivated and skilled people, who have produced excellent work in thepast. Once a leader has established that his team is confident, capable andmotivated, it is often best to step back and let them get on with the task, sinceinterfering can generate resentment and detract from their effectiveness. Byhanding over ownership, a leader can empower his group to achieve their goals.

The Democrat

The democratic leader makes decisions by consulting his team, whilst stillmaintaining control of the group. The democratic leader allows his team to decide

how the task will be tackled and who will perform which task.

The democratic leader can be seen in two lights:

A good democratic leader encourages participation and delegates wisely, butnever loses sight of the fact that he bears the crucial responsibility of leadership.He values group discussion and input from his team and can be seen as drawingfrom a pool of his team members' strong points in order to obtain the best

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performance from his team. He motivates his team by empowering them to directthemselves, and guides them with a loose reign.

However, the democrat can also be seen as being so unsure of himself and hisrelationship with his sub-ordinates that everything is a matter for groupdiscussion and decision. Clearly, this type of "leader" is not really leading at all.

One way of looking at different leadership styles is in terms of task orientationversus employee orientation.

Task Orientation or Directive Behaviour. This reflects how much a leaderis concerned with the actual task at hand and ensuring that those followinghim complete it.

Employee Orientation or Supportive Behaviour. This reflects how much aleader is concerned for the people around him, providing support andencouragement for them.

The combination of these two effects leads to the following diagram:

1. Country Club Management2. SUPPORTING

1. Team Management2. COACHING

1. Impoverished Management2. DELEGATING

1. Authority/Obedience Management2. DIRECTING

This diagram can be used in two ways:

As a guide to how effective your leadership style is. Your general attitudeto the leadership of the group will fall into one of these categories.

As a guide to how best to lead different individuals using different styles tomake the most efficient use of both their, and your, time and talents.

Analysing Your Style

How do you lead your group? What is your attitude to both them and the task athand?

Impoverished Management (low concern for the task, low concern forpeople). This style is characterised by minimal effort on your part, justenough to get the job done and maintain the group structure.

"I'll just let them get on with it, I'm sure they'll do fine, they don't really want me interferinganyway"

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Country Club Management (low concern for the task, high concern forpeople). You take good care of your group, ensuring a comfortable,friendly atmosphere. You hope this will lead to the work getting done.

"It stands to reason, if they're happy they'll work harder and the work will take care of itself."

Authority/Obedience Management (high concern for task, low concern forpeople). You are probably a bit of a task master. The most important thingis the work. You lead from behind by driving the group in front of you.

"We're here to work; the work needs to be done. If they're working hard enough they won'thave time to feel unhappy, they're not here to enjoy themselves."

Team Management (high concern for task, high concern for people). Yousee the completion of the task and the well being of the group asinterdependent through a common stake in the organisation's future. Thisleads to relationships built on trust and respect, and work accomplishmentfrom committed employees.

"We're in this together. We need to support and help each other to get this job done."

It is generally accepted that group leaders who have a Team Managementstyle are the most effective, though this is not always the case.

Recognizing what team members look for in a team leader

Provide team leadership and coaching

Create an environment oriented to trust, open communication, creativethinking, and cohesive team effort

Provide the team with a vision of the project objectives

Motivate and inspire team members

Lead by setting a good example (role model) - behaviour consistent withwords

Coach and help develop team members; help resolve dysfunctionalbehaviour

Facilitate problem solving and collaboration

Strive for team consensus and win-win agreements

Ensure discussions and decisions lead toward closure

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Maintain healthy group dynamics

Intervene when necessary to aid the group in resolving issues

Assure that the team members have the necessary education and trainingto effectively participate on the team

Encourage creativity, risk-taking, and constant improvement

Recognize and celebrate team and team member accomplishments andexceptional performance

Focus the team on the tasks at hand or the internal and external customer

requirements

Coordinate with internal and external customers as necessary

Familiarize the team with the customer needs, specifications, designtargets, the development process, design standards, techniques and tools

to support task performance

Assure that the team addresses all relevant issues within thespecifications and various standards

Provide necessary business information

Serve as meeting manager or chairman

Initiate sub-groups or sub-teams as appropriate to resolve issues andperform tasks in parallel

Ensure deliverables are prepared to satisfy the project requirements, costand schedule

Help keep the team focused and on track

Coordinate team logistics

Work with functional managers and the team sponsor to obtain necessaryresources to support the team's requirements

Obtain and coordinate space, furniture, equipment, and communicationlines for team members

Establish meeting times, places and agendas

Coordinate the review, presentation and release of design layouts,drawings, analysis and other documentation

Coordinates meetings with the product committee, project manager andfunctional management to discuss project impediments, needed resourcesor issues/delays in completing the task

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Communicate team status, task accomplishment, and direction

Provide status reporting of team activities against the program plan orschedule

Keep the project manager and product committee informed of task

accomplishment, issues and status

Serve as a focal point to communicate and resolve interface andintegration issues with other teams

Escalate issues which cannot be resolved by the team

Provide guidance to the team based on management direction

Varying leadership styles to suit tasks

Style Choice

If you have a group of widely differing levels of ability, confidence andcommitment, you may want to lead them each with a different style.

Directing

A team member who has a lot of enthusiasm for the job but not muchactual ability, for example a new start, will need to be directed. You will notneed to spend much time giving encouragement or coaxing them along.You will however have to tell them what to do next after they complete

every task, and how to do the tasks set.

Coaching

After being in the group for a while, somebody might begin to loseconfidence and therefore motivation, as they still can't seem to do thework they want to do. At this stage you will need to coach them along. Youwill still need to tell them what to do at virtually every point along the way,while taking care to encourage them and praise them at every turn.

Supporting

Gradually the team member's technical ability will increase until they are ata stage where they can actually do everything required of them, howeverthey may still lack the confidence to actually do it off their own backs. Youshould no longer have to tell them what to do, although they may thinkotherwise. You should seek their opinions on the next stage, and be seento take notice of their ideas.

Delegating

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A technically competent person's confidence will gradually grow until theyfeel able to work completely on their own. You should now be able todelegate specific areas of work to them and feel little need to tell themeither what to do or to praise them as frequently for doing it. The time thatyou don't have to spend "leading" these members of the group can be

spent with the less experienced group members, or on the work that youneed to do.

Steps to Leading

A leader may not always be a manager, and one day you may see anopportunity to lead a project or team within your group, but when dodecide the time is right and how do you go about becoming the leader?

Look at the context of the situation and decide if your leadership is

required and if you can feasibly lead the team. Perhaps another groupmember would be better or, even worse; the group would not accept yourinfluence. If this is the case your attempt to lead will be a failure.

1. Identify team members and resources willing to support your leadership.Clearly, change may be resisted by some people or organisations, but ifyou can find enough support this resistance can be overcome. Note thatthe support of your team may not be enough if you do not have thesupport of authority (the boss for example) or the physical/financialresources to accomplish your goals.

2. A crucial step is to empathise with others and assess their understanding

of the situation. This will help you understand how to influence thesepeople. Many ways of doing this are available: memos, phone calls andinformal chats are a few examples.

3. Now you should open a discussion which the members. Clearly, withoutopen discussion some people may feel neglected or excluded. By gettingeveryone's views it is more likely that you will be able to alter them and getwhat you want. Now you must convince the others that your view is theone most likely to achieve a favourable outcome for everyone. This maybe easy if everyone shares the same goals, or it may be difficult. In theend some form of 'payment' may be required, such as a promise of a

favour, to convince certain members. This is easy if you are in a positionof power, if not, make sure the cost to yourself is not too high.

4. Having convinced the team of your leadership, encourage teamcommunication to build a team identity. You should also try to motivate theteam appropriately.

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5. Plan and organise the team by setting realistic goals. However do not givetoo much or too little guidance, experienced workers may resent youtreating them like new-recruits, and this can undermine your leadership.

6. When goals are achieved recognises and rewards the team. Do notexpect the team to exceed them - this will undermine your leadership andthe team will lose trust in you. Of course you may decide that the goalsare unachievable or insufficient, but any re-definition of these goals shouldbe done carefully and with team co-operation.

Practical Aspects of Directing Teams

Break down the task

When directing a small team it is important to structure the tasks to beperformed. Goals should be easily understood by everyone and tasks broken

down so that they appear achievable.

Nothing will be more demoralising for your team than setting them a task whichseems impossible (the brick wall approach). Therefore it is important to define atask as a series of small but significant steps which seem realistic. As the personperforms these broken-down steps he/she will still feel that something tangiblehas been accomplished, and the next step toward finishing will become clear.The brick wall approach will usually result in the task not being accomplished.

1. The brick-wall approach 2. Broken down-steps

Goal analysis

It is probable that as a team leader you will want to set goals for your team orproject. One such goal may be "to improve communications amongst the team".Clearly there will be many different interpretations of this goal by different teammembers. Goal analysis seeks to remove this ambiguity.

Goal analysis should define an abstract goal in terms of concrete criteria, whichwhen met will clearly demonstrate that the goal has been achieved. The criteriashould be expressed in terms of actions or results rather than abstractions (whichmay be ambiguous). There are 5 steps:

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1) Write down the goal.

At this stage the goal is an abstract thing, and it is important not to worry too much about how the goal is written

down - a rough definition or idea will suffice.

2) Without editing or judging - describe the goal.

Get team members to quickly describe what they understand by the goal. At this stage all suggestions should be

noted down - no ideas are wrong or stupid. This is similar to the technique of brainstorming.

3) Sort.

Sort out the ideas generated by 2 into an ordered or prioritised list which defines the goal. At this stage it may

become apparent that some ideas are abstractions but are still important. If this is the case use steps 1 and 2 to

clearly define these.

4) State each action or result obtained from 3.

Make the team read and try to understand the list from step 3.

5) Test the statements.

Ask the question - "When these all statements have been demonstrated to be true, will the goal have been

achieved?" Test each statement in turn for relevance. If the answer is yes then the goal has been defined.

Keeping the Team Together

One function that a leader of a team must perform is holding the team together. A

leader is responsible for:

ensuring project goals are met

ensuring a full team effort

keeping the team happy

Motivation

The key to holding the team together is motivation. To motivate is to:

"Cause (person) to act in a particular way; stimulate interest of (person inactivity)."1

In simple terms, motivation can be considered as the amount of effort an

individual is willing to put into their work. Therefore, it is important to ensure that

any team is highly motivated towards their work. A lack of motivation in any

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member of a team can have a negative effect, reducing the group's effectiveness

and possibly leading to the de-motivation of others. Given the fact that different

people are motivated in different ways, the problem facing someone in the role of

leader is to create an environment in which each individual fulfils their potential.

It is important to highlight the major influences in the motivation of people.

According to the influential motivator-hygiene theory, motivation occurs when

people have job satisfaction. Job satisfaction can be improved by increasing

opportunities for:

Achievement

Recognition

Responsibility

Career advancement

While not increasing job satisfaction, improvements in the following areas can

lessen job dissatisfaction:

Supervision

Salary

Working conditions

6 Steps to Motivation

The following steps can be taken to help achieve and maintain group motivation:

Provide opportunities for group members to become acquainted.

Indicate the importance/value of the group.

Make people feel they are important.

Clarify goals.

Identify progress.

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Acknowledge achievements.

Disputes

Inevitably, disputes ranging from minor differences in opinion, to fundamental

differences in ideology, will arise. The role of the team leader is to handle such

disagreements constructively, ensuring that the team remains focused on

achieving its goal. The leader must encourage team members to stand back from

any disagreements and look at things objectively. By doing this, any differences

between group members will be resolved and possible conflicts avoided.

Conclusion

The most important point for a team leader to remember is that each individual

needs to think that they are working with the best people - to feel proud to be part

of the team. By getting people into this state of mind a leader will instil a high

level of group morale; people will work harder and achieve more.

Coaching

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What is coaching and mentoring?

Coaching is

"a process that enables learning and development to occur and thus performance

to improve. To be a successful a Coach requires a knowledge and understanding

of process as well as the variety of styles, skills and techniques that are

appropriate to the context in which the coaching takes place"

Eric Parsloe,The Manager as Coach and Mentor(1999) page 8. Eric is a respected author and Director of the

OCM

Mentoring is...

"off-line help by one person to another in making significant transitions in knowledge,

work or thinking"

Clutterbuck, D & Megginson, D, Mentoring Executives and Directors (1999) page 3 (available in thebookshop).

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David Clutterbuck & David Megginson are both founder members ofThe European Mentoring and Coaching

Counciland highly respected authors, academics and consultants in the mentoring arena.

Both coaching and mentoring are processes that enable both individual and

corporate clients and customer agencies to achieve their full potential.

Coaching and mentoring share many similarities so it makes sense to outline the

common things coaches and mentors do whether the services are offered in a

paid (professional) or unpaid (philanthropic) role.

Facilitate the exploration of needs, motivations, desires, skills and thoughtprocesses to assist the individual in making real, lasting change.

Use questioning techniques to facilitate staffs own thought processes inorder to identify solutions and actions rather than takes a wholly directiveapproach

Support the staff in setting appropriate goals and methods of assessingprogress in relation to these goals

Observe, listen and ask questions to understand the employees situation

Creatively apply tools and techniques which may include one-to-onetraining, facilitating, counselling & networking.

Encourage a commitment to action and the development of lastingpersonal growth & change.

Maintain unconditional positive regard for the staff, which means that thecoach is at all times supportive and non-judgemental of the employee,their views, lifestyle and aspirations.

Ensure that employees develop personal competencies and do notdevelop unhealthy dependencies on the coaching or mentoringrelationship.

Evaluate the outcomes of the process, using objective measures whereverpossible to ensure the relationship is successful and the employee isachieving their personal goals.

Encourage employees to continually improve competencies and todevelop new developmental alliances where necessary to achieve theirgoals.

Work within their area of personal competence.

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Possess qualifications and experience in the areas that skills-transfercoaching is offered.

Manage the relationship to ensure the employee receives the appropriatelevel of coaching and that programmes are neither too short, nor too long.

When coaching should be used

Why Project Managers Should Coach

Get the PDF VersionBy Darren Cockburn

Coaching is a highly effective management tool and yet, I have met only a small number of project managers who

adopt a coaching style when supporting their staff.

The unfortunate truth is that many project managers do not understand coaching and have received little or no

formal training. The benefits of coaching in a management context are significant:

Coaching encourages members of staff to think for themselves, which is empowering. Aspin-off benefit for the project manager is that if the member of staff finds their own way withminimal advice they will not need to ask the same question next time, which will save time andincrease performance. It is a great investment.

Coaching enables diversity by allowing staff to achieve outcomes in their own ways, which isoften more effective than a known route recommended by their project manager.

Coaching allows underlying competency issues to surface. For example, you may asksomebody on your project team questions and expect them to find solutions to a problem. Ifthey fail to answer a reasonable question you have the option of asking yourself why. Do theyneed more experience or some personal development to enable them to find the answers?

I find that most project managers who are effective coaches are often compromised when under pressure - when

running late for meetings or up against deadlines, for example. In these situations, many managers will default to

telling or advising rather than asking questions. They will use language like "Do this... do that" or "Let me tell you

how you should manage this issue." Once the pressure lifts the managers may well fall back into a more

constructive coaching style, knowing that in the long run using coaching rather than direct advice will benefit both

themselves and the member of staff.

It is all a matter of balance and coaching can be counterproductive if over used. I have heard stories about people

who are new to coaching and overly keen to practise on people making this mistake. If coaching is the only method

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used during conversations, it does start to become frustrating for the person being coached, which can be

counterproductive. The good news is that the more you practice adopting a coaching style as a project manager

the easier it is to know when it is appropriate, how to integrate it into conversations and with whom. I consider

myself to be a great coach but I find it a challenge not to default to "tell" rather than "ask" when I am under

pressure.

Smart project managers are conscious of their approach, ask for feedback and recognise that they will always be

on a journey of learning when it comes to influencing people. Feedback is a gift and it helps managers learn how

others feel about the way that they relate to them. Project managers can ask their staff about the balance of

questions compared to advice and get some insight into how they are doing.

Project managers acting as coaches can also use their skills to work effectively with teams. I have attended project

meetings where a team looked to me to provide some direction in the face of a major issue. In most cases, I did

not have the answer. I would scratch my head, look confused for a few seconds and then remind myself about the

power of coaching. I would then switch into group coaching mode and ask questions like:

"There must be a way of working through this issue. Does anybody have any ideas?"

"Does anybody know somebody who might have the answer?"

"What would have to be true in order for us to achieve this milestone date?"

"How can we work together to get the desired outcome?"

Questions like these are enormously worthwhile because they encourage team members to think through

problems. Coaching should not be viewed as a panacea when it comes to project management as it must always

be used in conjunction with other techniques. It is a powerful tool that builds relationships, empowers people,

encourages thinking (that can't be a bad thing) and ultimately helps the manager to achieve results. I would

recommend coaching to any project manager.

Coachings motivational effects in organisations

Coaching Fosters Entrepreneurship and Initiative:

Through coaching, good employees learn to take the initiative, to become moreself-directed, to assume greater responsibility and to become more valuableemployees.

Coaching is the Bridge of Transition:

The coach can be the connection between old structures as they change over tothe new. During periods of either downsizing or expansion, the coach can helpintegrate, facilitate and shorten the adjustment period for all.

Coaching Builds Better Teams:

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The coach, free from politics and authority/power issues, is able to help a team towork more effectively in a short period. This avoids the occasional inability of aninternal leader to empower the team and encourages the creation of self-directedemployees/teams.

Coaching Delivers on Training:

A coach can help formally-trained participants apply their new learning toeveryday applications, thus significantly boosting the value of the training andincreasing the productivity of the organisation.

Setting things up

The coaching sessions

Whole Practice

Ideally a skill should be taught as a whole as the employee can appreciate thecomplete movement and execution of a skill. The whole method of instructioncan sometimes mean the employee having to handle complex movements e.g.the whole task.

Part Instruction

When a skill is complex or there is considered to be an element of danger for theemployee then it is more appropriate to breakdown the complex movement intoits constituent parts. The parts can then be taught and then linked together todevelop the final skill. When part instruction is used it is important that theemployee is demonstrated the whole skill so that they can appreciate the endproduct and understand how the set of parts will develop the skill.

Whole - Part - Whole Instruction

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Initially the employee attempts the whole skill and the coach monitors to identifythose parts of the skill that the employee is not executing correctly. Partinstruction can then be used to address the limitations and then the employeecan repeat the whole skill with the coach monitoring for any further limitations.

No one method is suitable to all occasions, but studies have shown that :

* Simple skills (and perhaps simple is relative to each individual) benefit fromthe whole method

* Skills of intermediate difficulty benefit from the part method* Closed skills are often taught with part instruction* Difficult skills are best dealt with by oscillating between part and whole

An Eastern European Approach

Consideration must be given to the approach adopted by the former Eastern Bloccountries to technique training. The aim is to identify the most fundamentalversion of a technique, one that is basic and essential to more advancedtechniques.

This fundamental component is taught first and established as the basis for allfurther progressions. Deriving from the fundamental component are exercisesthat directly reinforce the required movement patterns. These exercises areknown as first degree derivatives. They contain no variations of movement thatmay confuse the learner.

Second degree derivatives are exercises that only coincide in part with thefundamental component, and therefore could lead to confusion while learning istaking place. These should not be included in the program until the learning ofthe fundamental component has completely stabilised.

Coaching reviews

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Appendix Definitions & Resources

Resources

ACCA - http://www.accaglobal.com/

ICAEW-http://icaew.com

AIA - www.aiaworldwide.com/

Accounting web -http://www.accountingweb.co.uk/

CIPD - http://www.cipd.co.uk/

ME96 leadership - http://www.see.ed.ac.uk/~gerard/MENG/ME96/index.html

Project smart - http://www.projectsmart.co.uk/why-project-managers-should-coach.html

Association of coaching- http://www.associationforcoaching.com/home/index.htm

Definitions

Agenda: A formal agreed upon list of things to be done or discussed in a particular order during a meeting or

negotiation. It is a procedure often utilized and employed in group or multi partynegotiations. (Agenda)

Agent: A person who acts for or in place of another individual or entity as their representative in a negotiation with

a third party. An agent, sometimes referred to as a third party agent, has full or limited authority to act on the behalf

of the party they represent. (Agent)

Arbitration: A process to resolve a dispute between negotiating parties who have reached a deadlock in their

negotiation. The parties in dispute are referred to a third party, which is one that is either agreed upon by the

parties in dispute, or as provided by legislated law. The third party renders a judgement that is binding on the

parties in dispute. Arbitration is often used in international negotiations and in collective bargaining. (Arbitration)

Aspiration Base: This is a realistic view of setting the highest achievable standard in terms of goals or objectives

in concluding a negotiated agreement. (Aspiration Base)

BATNA: An acronym described by Roger Fisher and William Ury which means Best Alternative to a Negotiated

Agreement. It is the alternative action that will be taken should your proposed agreement with another party result

in an unsatisfactory agreement or when an agreement fails to materialize. If the potential results of your current

negotiation only offers a value that is less than your BATNA, there is no point in proceeding with the negotiation,

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Facilitator: This is usually a mutually agreed upon neutral third party to lead a complex meeting of two or more

parties involved in a negotiation. Often employed in multi party negotiations. Their purpose is to organize, aid, and

offer assistance in helping the negotiating parties find their own solutions on the issues under discussion.

(Facilitator)

Framing: A means to process and organise information. A frame provides a perspective of the problems or issues

for a decision maker. One can use a frame to understand the importance of facts or issues in relation to each

other. One can use this understanding of the facts or issues to then determine possible outcomes and consider

contingency actions to solve a problem. Using a framework can allow you to consider all potential gains and losses

and available options for any situation. (Framing)

Haggling: A form of distributive negotiation. Haggling means to negotiate, argue, or barter about the terms of a

business transaction, usually focussing on the purchase or selling price of a product or service. (Haggling)

Hostage Negotiation: A negotiation conducted between law enforcement agencies, diplomatic or other

government representatives for the release of a person(s) held hostage against their will by criminal, terrorist or

other elements. (Hostage Negotiation)

Initial Public Offering (IPO): A companys first sale of stock to the public. The IPO is usually tendered, but not

always, by those of young, small companies attempting to locate equity capital and a public market for their stock.

An IPO may present considerable risk but also has the potential of significant profits for investors. Investment

companies (closed end funds) generally include underwriting fees which represent a load which is then passed

onto buyers. (Initial Public Offering (IPO))

Integrative Framework : A means of negotiation decision making to conceptualise the actions, contingencies of

all possible outcomes, options and scenarios. Applied to integrative negotiations with the intention of incorporating

the goals and aims of all the negotiating parties to create maximum value through collaborative negotiation.

(Integrative Framework )

Integrative Negotiation: Integrative negotiation is often referred to as 'win-win' and typically entails two or more

issues to be negotiated. It often involves an agreement process that better integrates the aims and goals of all the

involved negotiating parties through creative and collaborative problem solving. Relationship is usually more

important, with more complex issues being negotiated than with Distributive Negotiation. (Integrative

Negotiation)

Interests: Interests are considered to be the motivating factor(s) and underlying reasons behind the position

adopted by a negotiating party. They often entail some combination of economic, security, recognition, and control

issues, or the desires, concerns, aims or goals of a negotiating party in a negotiation process. ( Interests)

Internal Negotiation: A process that occurs between two or more members of the same company, organization or

constituency. (Internal Negotiation)

Joint Venture Agreement: A contractual agreement between 2 or more business partners to assume a common

business strategy on a project. All partners generally agree to share the profits and losses through their common

shareholdings. (Joint Venture Agreement)

Litigation: A formalised legal process to resolve a dispute through legal action in the form of a lawsuit. It often

entails a contractual issue. It is the act of either bringing or challenging a lawsuit. (Litigation)

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Lose-Lose Negotiation: A negotiation result where all parties to a negotiation leave resources or gold on the table

at the conclusion of a negotiation and fail to recognize or exploit more creative options that would lead to a win-

win negotiated outcome. A term also used in Game Theory and Economics. (Lose-Lose Negotiation)

Lose-Win Negotiation: This term refers to a distributive negotiation whereby one partys gain is another partys

loss. Both parties are competing to get the most value from the negotiation. Also called the fixed-pie scenario in

that there is only a limited amount to be distributed. A term also used in Game Theory and Economics. (Also

known as Win - Lose Negotiation). (Lose-Win Negotiation)

Majority Rule: A concept often employed in Group or Multi Party negotiations to achieve consensus or

agreement. As the term implies, a decision or agreement is reached after having been voted upon and decided in

favour by a majority of the parties present at the negotiating table (Majority Rule)

Mediation: Mediation usually consists of a negotiation process that employs a mutually agreed upon third party to

settle a dispute between negotiating parties to find a compatible agreement to resolve disputes. (Mediation)

Merger and Acquisition Negotiation: A negotiation process conducted for the merger or joining of two

companies into a single business entity, or the outright purchase of a company by another company. (Merger and

Acquisition Negotiation)

Multi Party Negotiation: A negotiation that involves more than two negotiating parties in a negotiation. (Multi

Party Negotiation)

Multiple Offers: A technique sometimes employed to offset the possibility of anchoring in an integrative

negotiation. Multiple offers are two or more offers or proposals of relatively equal value that are presented

simultaneously to invite greater discussion of the issues under negotiation. (Multiple Offers)

Negotiation: An interactive process between two or more parties seeking to find common ground on an issue or

issues of mutual interest or dispute where the involved parties seek to make or find a mutually acceptable

agreement that will be honoured by all the parties concerned. (Negotiation)

Negotiation Anchoring: Anchoring is an attempt to establish a reference point (anchor) around which a

negotiation will revolve and will often use this reference point to make negotiation adjustments. Anchoring often

occurs when the first offer is presented at the beginning of a negotiation. (Negotiation Anchoring)

Negotiation Concessions: Negotiation Concessions are also sometimes referred to as Trade-Offs where one or

more parties to a negotiation engage in conceding, yielding, or compromising on issues under negotiation and do

so either willingly or unwillingly. Negotiation Concessions often include 'log rolling'. (Negotiation Concessions)

Negotiation Game: Many negotiation training courses make use of negotiation games in order to teach their

delegates useful principles of negotiation, psychology or influence in a fun and interactive environment. Some

games are played between pairs, whilst others involve a room full of people. The purpose of most negotiation

games is to win or avoid losing. Most negotiation games leave the decision of what 'winning' or 'losing' means to

the players. Negotiation role play exercises should not be confused with negotiation games. (Negotiation Game)

Negotiation Logrolling: A negotiation exchange that involves making negotiation concessions or the trading-off

of issues so as to maximise on each sides' value. So you will offer the other side something that they value more

than you, in exchange for gaining something from them that you value more than they do. (Also: Log Rolling)

(Negotiation Logrolling)

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Negotiation Meeting: Negotiation meetings are typically where most of the deal is negotiated, with most

negotiation meetings being face to face. So the proper planning and effective running of negotiating meetings can

make or break a deal. The more complexity involved, the more important getting the negotiation meeting planned

correctly becomes. Negotiation meeting factors to plan: Who should and who shouldn't attend, how long each

person need attend, team versus individual attendance, roles and responsibilities Agenda: Who writes the agenda,

what issues appear on the agenda and their order Venue: Formal or informal, your office or theirs Length of

meeting Framing of the meeting and the main issues Style of negotiation - e.g. collaborative or competitive Staging

of meetings - e.g. relationship building may be the priority for the first meeting, and detailed products and services

may follow in a later meeting Concession Strategy to make effective trades and not lose value (Negotiation

Meeting)

Negotiation Skills: Negotiation skills are requires to negotiate effective deals across a variety of contexts;

including different industries, products and services. Negotiation skills are learnable, 'born negotiators' are a myth.

Effective negotiation requires a variety of skills drawn from different disciplines. Negotiating skills include:

communication, persuasion and influence, planning, strategising, tactics, process and systems, teamwork and

many others. Since negotiation requires much face to face interaction, negotiation skills cannot be learned from a

book alone. The better negotiation skills learning programs involve a great deal of role plays and feedback

discussions. (Negotiation Skills)

Negotiation Strategy: A pre-determined approach or prepared plan of action to achieve a specific goal or

objective to potentially find and make an agreement or contract in a negotiation with another party or parties. (See

Negotiation Tactics) (Negotiation Strategy)

Negotiation Tactics: Negotiation tactics are the detailed methods employed by negotiators to gain an advantage

over other parties. Tactics are often deceptive and manipulative and are used to fulfil one party's goals and

objectives - often to the detriment of the other negotiation parties. This makes most tactics in use today 'win-lose'

by nature. We would like to urge negotiators to only use ethical tactics. We are against using most tactics in

principle, and recommend instead that you seek a more collaborative, open and trust building approach wherever

possible. It is however worth learning how to identify and defend against tactics. Suggested Manipulative Tactics

article. (Negotiation Tactics)

Position: This is the official defined stance or standpoint which will be strongly defended by a negotiator. A

position is usually determined by the interests of a negotiating party in the negotiation process. A position is often

defined in the contract that a party puts forward or is proposing to their counterpart. (Position)

Principal: The primary decision making authority in a negotiation. Third party agents will often represent the

interests or objectives of a principal in a negotiation. (Principal)

Principled Negotiation: Principled Negotiation is an interest-based approach to negotiation that focusses

primarily on conflict management and conflict resolution. Principled negotiation uses an integrative approach to

finding a mutually shared outcome. First published in the book "Getting to Yes", Principled Negotiation is used

mostly in North America and is more popular amongst Academics and Mediators than in Business. Principled

Negotiation has become synonymous with the more popular phrase "Win Win " - originally taken from Game

Theory. Although Fisher and Ury drew from various disciplines in their 1981 book "Getting to Yes" (including NLP),

many Mediation Practitioners and Academics have subsequently contributed in answering the challenging

question: How can we best achieve Principled Negotiation in many different contexts? (Principled Negotiation)

Procurement Solutions: Services provided by an internal specialist, vendors or consultants as a service to a

business. Provides training, education and input about any procurement procedure as it relates to manufacturing

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and marketing. Issues of concern may include pricing, technology, cataloguing, discounting, shipping, inventory

control, automation and logistics. (Procurement Solutions)

Purchase Order Financing: The assignment of purchase orders by a business to a third party who accepts

responsibility for billing and collecting from buyers of the companys 2019 products. It is a form of expensive

financing used to purchase materials required to produce products needed to fulfill a purchase order already

received from a buyer. (Purchase Order Financing)

Rapport: When two or more parties achieve an agreement through the building of trust, establish a friendly

relationship, or have a sense of mutual understanding. A successful business client relationship conducted through

a negotiation is one example of a rapport. (Rapport)

Reciprocation: The act of making a similar or like exchange of something in return for something given by one

party to another party. In a negotiation, this could entail an exchange of information and/or an exchange of

concessions between the negotiating parties. (Reciprocation)

Reservation Price: The reservation price is the least favourable point at which one will accept a negotiated

agreement. For example, for a seller this means the least amount (minimum) or bottom line they would be

prepared to accept, while for a buyer it would mean the most (maximum) or bottom line that they would be

prepared to pay. It is also sometimes referred to as the walk away point. (Reservation Price)

Risk-Averse: A low level or approach in the amount of risk that a negotiator is prepared to accept in a negotiation.

A negotiator who decides to accept the "sure thing" where a result is certain to be achieved is said to be "risk-

averse", and is not willing to gamble further on a potential negotiated result. (Risk-Averse)

Risk-Seeking: A high level or approach in the amount of risk that a negotiator is prepared to accept in a

negotiation.. A negotiator who decides to gamble rather than accept the sure thing, and who has the expectation

that they will gain more in a negotiation is said to be risk-seeking. (Risk-Seeking)

Salary Negotiation: Salary negotiation is a process where one party negotiates the amount of their pay, income,

earnings, commission, salary, wages, wage remuneration, annual review, or salary raise with another party.

(Salary Negotiation)

Target: See Aspiration (Target)

Trade-Off: Also sometimes referred to as a Concession where one or more parties to a negotiation engage in

conceding, yielding, or compromising on issues under negotiation and do so either willingly or unwillingly. (Trade-

Off)

Unanimity Rule: A process often employed in Group or Multi Party negotiations to reach a decision or

agreement by the involved negotiating parties. A unanimous decision is only achieved when all the negotiating

parties are in total accord in making a decision or an agreement. (Unanimity Rule)

Win-Lose Negotiation: This term refers to a distributive negotiation whereby one partys gain is another partys

loss. Both parties are competing to get the most value from the negotiation. Also called the fixed-pie scenario in

that there is only a limited amount to be distributed. A term also used in Game Theory and Economics. (Also

known as Lose-Win Negotiation). (Win-Lose Negotiation)

Win-Win Negotiation: A win-win negotiation settlement is an integrative negotiated agreement. In theory this

means the negotiating parties have reached an agreement after fully taking into account each others' interests,

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such that the agreement cannot be improved upon further by any other agreement. By definition, there are no

resources or 'gold' left on the table and all creative options have been thoroughly exploited. "Win-Win" has its roots

in Economics Game Theory. (Win-Win Negotiation)

Winners Curse: Occurs when an under aspiring negotiator sets their target or aspirations (goals or objectives) too

low at the outset of a negotiation and is granted an immediate agreement by their negotiating counterpart.

(Winners Curse)

ZOPA: An acronym which means Zone of Possible Agreement. It is the range or area in which an agreement is

satisfactory to both parties involved in the negotiation process. Often referred to as the "Contracting Zone". ZOPA

or the Contracting Zone is essentially the range between each parties real base or bottom lines, and is the overlap

area in the low and high range that each party is willing to pay or find acceptable in a negotiation. (ZOPA)
http://www.negotiations.com/definition/win-win/http://www.negotiations.com/definition/win-win/http://www.negotiations.com/definition/winner-curse/http://www.negotiations.com/definition/zopa/http://www.negotiations.com/definition/zopa/http://www.negotiations.com/definition/win-win/http://www.negotiations.com/definition/winner-curse/http://www.negotiations.com/definition/zopa/

Negotiating, Leadership and Coaching Skills 6th April (5)

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