Coaching教練學~
結合到中心督導工作(4⁄6;18⁄6)
   By Carol Leung 梁倩兒(秀綜∕ASUP)
:
自我介紹
 兩節的期望
 向大家介紹Coaching 的
 使命感
各位自我介紹
 對Coaching的期望
 為什麼要知Coaching是
 什麼?
  CAROL LEUNG/ ASUP SMPIT   2
coaching                        …
Coaching同事的提問…
1節可達到生意抉擇…
coachees前途選擇,職場問題…
Peer group supervision
上司


 時間
 工作壓力
 上司

...
世界著名coach…




        CAROL LEUNG/ ASUP SMPIT   4
Coaching in the Workplace:

 改善職場人際關係
 提供啟示, 澄清, 鼓勵, 動力向前進
 發展職員最大潛力及資源去達到更高峰
 推動領導者去達到機構目標, 但保持工作及
 生活平衡
 因職場關係改善, 減少人力更替...
Individuals report experiencing the following
outcomes as a result of working with a coach:
1.   Increased self-awareness ...
第1節~6月4日
           什麼是教練學(Coaching);
30min      管理者為什麼要用教練技巧?
           教練理論
45min         流程
              三大功能
       ...
第2節~6月18日
    分享上兩週運用經驗
       Coaching is for ACTION!
       (Change,Confirm,Continue…)

     第2節技巧:6頂帽子;
     6 tiers of...
Coaching, 是關於人, 如何發展人…

 抽取智慧
 發展潛力
 推動工作/個人不斷進步
 發展自發性,解難能力

           CAROL LEUNG/ ASUP SMPIT   9
掛在我們口唇邊的述語…




      CAROL LEUNG/ ASUP SMPIT   10
請各位分享一下…




           CAROL LEUNG/ ASUP SMPIT   11
CAROL LEUNG/ ASUP SMPIT   12
請各位分享一下…




           CAROL LEUNG/ ASUP SMPIT   13
身為督導工作最辛苦的地方
1.   督導比下屬思想得更辛苦…
2.   成日要比指示
3.   下屬不motivated
4.   下屬不明白自己說甚麼
5.   下屬成日問督導要做什麼,做成點…
6.   下屬學習不到工作上的經驗,LOOP!...
研究吓我們現在的中心管理模式
傳統中心管理                教練式中心管理
1.   一齊訂整體/小隊目標       1.    訂個人工作目標, 甚至私人
2.   督導節:用作工作交待、
         用作工作交待   ...
督導工作發生的地方…
督導室        最重要的時刻…
職員室        ○訂立工作目標
電話         ○每次督導節
活動進行期間     ○下屬問你問題時




         CAROL LEUNG/ ASUP SMPI...
CAROL LEUNG/ ASUP SMPIT   17
意願高;
能力低                              訓
                                 練


意願低;
能力高                              鼓
     ...
教練型的督導?
為什麼需要
              1.    改變太快
              2.    連接斷層
              3.    啟發後輩
              4.    抽動前輩
        ...
CAROL LEUNG/ ASUP SMPIT   21
Gps
                 -助coachee知道阻礙物              -Coachee兩方面去思想
-coachee知道自己位置
                   -助coachee向前想            ...
CAROL LEUNG/ ASUP SMPIT   23
教練目標




       CAROL LEUNG/ ASUP SMPIT   24
教練工作位置




     CAROL LEUNG/ ASUP SMPIT   25
教練如何運作(整個程序)
        相信
   聆聽          聚焦
  慶祝   教練 發現
       程序
  進展     擴展
    承諾 事實
        CAROL LEUNG/ ASUP SMPIT   26
十大教練原則




     CAROL LEUNG/ ASUP SMPIT   27
1.   多咀太露            6.  承擔下屬責任
2.   加插個人意見          7. 追迫下屬

3.   收窄下屬選擇          8. 沒有耹聽

4.   線性思維            9. 家長角色

...
你的教練原則…




     CAROL LEUNG/ ASUP SMPIT   29
你的教練下屬的原則…




     CAROL LEUNG/ ASUP SMPIT   30
一切都是關於『聆聽』、『提問』




       CAROL LEUNG/ ASUP SMPIT   32
Coaching的questions都是關於…




          在



           CAROL LEUNG/ ASUP SMPIT   33
:       A -> B




CAROL LEUNG/ ASUP SMPIT   34
教練技巧 : 練習(20分鐘)
3人一組(每round 5分鐘)
 A : THE COACH
 B : THE CoachEE
 C : THE OBSERVER
報告發現/經驗(大組)

                CAROL LEUN...
教練技巧(3) : 0penings
什麼是OPENINGS?




                             不知
已知
               CAROL LEUNG/ ASUP SMPIT   36
Openings…blind spots

   問題1         問題2           問題3




         問題4         問題5




          問題6         問題7




    ...
教練技巧(2a) : 0penings
 1.   不明白的
      抽象
      =>歧義
      =>含糊
 2.   多次重覆的
 3.   自相矛盾的
              CAROL LEUNG/ ASUP SMPI...
教練技巧 : 練習(20分鐘)
3人一組(每round 5分鐘)
 A : THE COACH
 B : THE CoachEE
 C : THE OBSERVER
報告發現/經驗(大組)

                CAROL LEUN...
教練技巧(2b) : 0penings
     4.   HESITATION
     5.   扭曲
     6.   局限
     7.   錯覺


              CAROL LEUNG/ ASUP SMPIT   ...
教練技巧 : 練習(20分鐘)
3人一組(每round 5分鐘)
 A : THE COACH
 B : THE CoachEE
 C : THE OBSERVER
報告發現/經驗(大組)

                CAROL LEUN...
教練技巧(3) :     T-Model of Questioning




            CAROL LEUNG/ ASUP SMPIT   42
教練技巧(4) : POWER QUESTIONS -
Motivating Coaches to Learn & Act!
      What   happened?
      What   worked?
      What   di...
教練技巧(1-4) : 綜合練習
5位是coaches
一位coachee
其餘是observers




          CAROL LEUNG/ ASUP SMPIT   44
以上技巧結合到中心督導工作…
學習=understand data, modelling, internalized
1.   試 ! 試! 再試!
2.   Dikw
3.   不是全盤否認現在所做的, 亦不要即時全換!!!
4.   Coa...
你今次得到了什麼?




     CAROL LEUNG/ ASUP SMPIT   46
兩週內找最少一次小組練習機
會, 每人做coach最少半小時
         6.評估:想法∕方法的有效∕正確性(Evaluation)

       5.整合、設計、組合新想法∕方法(Synthesis)

     4.分拆&發現背後意...
…
   or參與練習小組(公開)
         請電郵到
carolsyleung@gmail.com
只想瀏覽一般coaching資訊
     香港教練學(coaching)討論區
     RCC(Registered Copora...
Douglas K. SilsbeeDoug




        Establishing a Coaching Relationship with Subordinates
                                ...
•   The subordinate must be motivated to make a commitment to learning and
            development for reasons of his or h...
you probably recognize that keeping dissatisfied people in the company doesn’t serve either
the company or the employee. E...
•   Provide feedback and encouragement when you see that the employee is taking
       responsibility for shaping the coac...
The Manager as Coach: Tools for Teaching
By Jill Geisler (more by author)
Leadership & Management Group Leader

Think abou...
person's hopes, fears, and history.
2.   Coaches check their egos at the door. They resist trying to impress a
     studen...
achieve the goal of inspiring others by your words and deeds.
  8. Coaches are responsible risk-takers. Coaches know the r...
The Manager As A Coach
                                      By Ninive Badilescu




                                     ...
beneficial or not, whether on a conscious or unconscious level. Therefore our experiences are
based on what we are committ...
「Coaching教練學」結合到中心督導工作 By Carol Leung
「Coaching教練學」結合到中心督導工作 By Carol Leung
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「Coaching教練學」結合到中心督導工作 By Carol Leung

  1. 1. Coaching教練學~ 結合到中心督導工作(4⁄6;18⁄6) By Carol Leung 梁倩兒(秀綜∕ASUP)
  2. 2. : 自我介紹 兩節的期望 向大家介紹Coaching 的 使命感 各位自我介紹 對Coaching的期望 為什麼要知Coaching是 什麼? CAROL LEUNG/ ASUP SMPIT 2
  3. 3. coaching … Coaching同事的提問… 1節可達到生意抉擇… coachees前途選擇,職場問題… Peer group supervision 上司 時間 工作壓力 上司 CAROL LEUNG/ ASUP SMPIT 3
  4. 4. 世界著名coach… CAROL LEUNG/ ASUP SMPIT 4
  5. 5. Coaching in the Workplace: 改善職場人際關係 提供啟示, 澄清, 鼓勵, 動力向前進 發展職員最大潛力及資源去達到更高峰 推動領導者去達到機構目標, 但保持工作及 生活平衡 因職場關係改善, 減少人力更替 擴張職員的視野, 接受更多可能性及改變 創造及保持士氣及推動力 CAROL LEUNG/ ASUP SMPIT 5
  6. 6. Individuals report experiencing the following outcomes as a result of working with a coach: 1. Increased self-awareness 67% 2. Lower stress levels 57% 3. Setting better goals 62% 4. Self-discovery 53% 5. More balanced life 60% 6. Self-confidence 52% Source: 1998 International Coach Federation CAROL LEUNG/ ASUP SMPIT 6
  7. 7. 第1節~6月4日 什麼是教練學(Coaching); 30min 管理者為什麼要用教練技巧? 教練理論 45min 流程 三大功能 十大原則 十大錯誤 15min Break!!! 第1節技巧:A->B + T-Model; 0penings 60min 練習技巧 以上技巧結合到中心督導工作 30min 分組練習 CAROL LEUNG/ ASUP SMPIT 7
  8. 8. 第2節~6月18日 分享上兩週運用經驗 Coaching is for ACTION! (Change,Confirm,Continue…) 第2節技巧:6頂帽子; 6 tiers of Questioning 以上技巧結合到中心督導工作 CAROL LEUNG/ ASUP SMPIT 8
  9. 9. Coaching, 是關於人, 如何發展人… 抽取智慧 發展潛力 推動工作/個人不斷進步 發展自發性,解難能力 CAROL LEUNG/ ASUP SMPIT 9
  10. 10. 掛在我們口唇邊的述語… CAROL LEUNG/ ASUP SMPIT 10
  11. 11. 請各位分享一下… CAROL LEUNG/ ASUP SMPIT 11
  12. 12. CAROL LEUNG/ ASUP SMPIT 12
  13. 13. 請各位分享一下… CAROL LEUNG/ ASUP SMPIT 13
  14. 14. 身為督導工作最辛苦的地方 1. 督導比下屬思想得更辛苦… 2. 成日要比指示 3. 下屬不motivated 4. 下屬不明白自己說甚麼 5. 下屬成日問督導要做什麼,做成點… 6. 下屬學習不到工作上的經驗,LOOP! 7. … CAROL LEUNG/ ASUP SMPIT 14
  15. 15. 研究吓我們現在的中心管理模式 傳統中心管理 教練式中心管理 1. 一齊訂整體/小隊目標 1. 訂個人工作目標, 甚至私人 2. 督導節:用作工作交待、 用作工作交待 發展目標. 下指示/教下屬用, 同事 2. 督導節:用作檢討個人工作目 啞忍而不喜參與 標進度,總結下屬的學習. 3. 假設督導是權威角色,擁 督導是權威角色 3. 運用下屬的知識及智慧,從下 有一切的知識與經驗. 屬的角度出發. 4. 以上司為考核標準 上司 4. 以下屬為考核標準 下屬 5. 只關心下屬工作部份。 工作部份 5. 關心下屬全人發展 CAROL LEUNG/ ASUP SMPIT 15
  16. 16. 督導工作發生的地方… 督導室 最重要的時刻… 職員室 ○訂立工作目標 電話 ○每次督導節 活動進行期間 ○下屬問你問題時 CAROL LEUNG/ ASUP SMPIT 16
  17. 17. CAROL LEUNG/ ASUP SMPIT 17
  18. 18. 意願高; 能力低 訓 練 意願低; 能力高 鼓 勵 CAROL LEUNG/ ASUP SMPIT 18
  19. 19. 教練型的督導? 為什麼需要 1. 改變太快 2. 連接斷層 3. 啟發後輩 4. 抽動前輩 5. 上下屬經驗 距離愈太 CAROL LEUNG/ ASUP SMPIT 19
  20. 20. CAROL LEUNG/ ASUP SMPIT 21
  21. 21. Gps -助coachee知道阻礙物 -Coachee兩方面去思想 -coachee知道自己位置 -助coachee向前想 -取得平衡 -助coachee了解真相 CAROL LEUNG/ ASUP SMPIT 22
  22. 22. CAROL LEUNG/ ASUP SMPIT 23
  23. 23. 教練目標 CAROL LEUNG/ ASUP SMPIT 24
  24. 24. 教練工作位置 CAROL LEUNG/ ASUP SMPIT 25
  25. 25. 教練如何運作(整個程序) 相信 聆聽 聚焦 慶祝 教練 發現 程序 進展 擴展 承諾 事實 CAROL LEUNG/ ASUP SMPIT 26
  26. 26. 十大教練原則 CAROL LEUNG/ ASUP SMPIT 27
  27. 27. 1. 多咀太露 6. 承擔下屬責任 2. 加插個人意見 7. 追迫下屬 3. 收窄下屬選擇 8. 沒有耹聽 4. 線性思維 9. 家長角色 5. 教練uncoachable 10. 對下屬期望太少 CAROL LEUNG/ ASUP SMPIT 28
  28. 28. 你的教練原則… CAROL LEUNG/ ASUP SMPIT 29
  29. 29. 你的教練下屬的原則… CAROL LEUNG/ ASUP SMPIT 30
  30. 30. 一切都是關於『聆聽』、『提問』 CAROL LEUNG/ ASUP SMPIT 32
  31. 31. Coaching的questions都是關於… 在 CAROL LEUNG/ ASUP SMPIT 33
  32. 32. : A -> B CAROL LEUNG/ ASUP SMPIT 34
  33. 33. 教練技巧 : 練習(20分鐘) 3人一組(每round 5分鐘) A : THE COACH B : THE CoachEE C : THE OBSERVER 報告發現/經驗(大組) CAROL LEUNG/ ASUP SMPIT 35
  34. 34. 教練技巧(3) : 0penings 什麼是OPENINGS? 不知 已知 CAROL LEUNG/ ASUP SMPIT 36
  35. 35. Openings…blind spots 問題1 問題2 問題3 問題4 問題5 問題6 問題7 已知 不知 CAROL LEUNG/ ASUP SMPIT 37
  36. 36. 教練技巧(2a) : 0penings 1. 不明白的 抽象 =>歧義 =>含糊 2. 多次重覆的 3. 自相矛盾的 CAROL LEUNG/ ASUP SMPIT 38
  37. 37. 教練技巧 : 練習(20分鐘) 3人一組(每round 5分鐘) A : THE COACH B : THE CoachEE C : THE OBSERVER 報告發現/經驗(大組) CAROL LEUNG/ ASUP SMPIT 39
  38. 38. 教練技巧(2b) : 0penings 4. HESITATION 5. 扭曲 6. 局限 7. 錯覺 CAROL LEUNG/ ASUP SMPIT 40
  39. 39. 教練技巧 : 練習(20分鐘) 3人一組(每round 5分鐘) A : THE COACH B : THE CoachEE C : THE OBSERVER 報告發現/經驗(大組) CAROL LEUNG/ ASUP SMPIT 41
  40. 40. 教練技巧(3) : T-Model of Questioning CAROL LEUNG/ ASUP SMPIT 42
  41. 41. 教練技巧(4) : POWER QUESTIONS - Motivating Coaches to Learn & Act! What happened? What worked? What didn’t work ? What were the blocks? What will you do differently next time? What now; how(have done); Not do; When (for how long) CAROL LEUNG/ ASUP SMPIT 43
  42. 42. 教練技巧(1-4) : 綜合練習 5位是coaches 一位coachee 其餘是observers CAROL LEUNG/ ASUP SMPIT 44
  43. 43. 以上技巧結合到中心督導工作… 學習=understand data, modelling, internalized 1. 試 ! 試! 再試! 2. Dikw 3. 不是全盤否認現在所做的, 亦不要即時全換!!! 4. Coaching技巧 vs coaching關係 5. Coaching適用位置 4.Wisdom 6. 讓同事選擇參與 3. knowledge 2.information 1.data CAROL LEUNG/ ASUP SMPIT 45
  44. 44. 你今次得到了什麼? CAROL LEUNG/ ASUP SMPIT 46
  45. 45. 兩週內找最少一次小組練習機 會, 每人做coach最少半小時 6.評估:想法∕方法的有效∕正確性(Evaluation) 5.整合、設計、組合新想法∕方法(Synthesis) 4.分拆&發現背後意義(Analysis) 3. 選擇、運用資料+技術(knowledge) 4.Wisdom 2.想法:組織、比較、理解(Understanding) 3. knowledge 1.回想:事實(Information) 2.information 1.data CAROL LEUNG/ ASUP SMPIT 47
  46. 46. … or參與練習小組(公開) 請電郵到 carolsyleung@gmail.com 只想瀏覽一般coaching資訊 香港教練學(coaching)討論區 RCC(Registered Coporate Coach) 2006 同學會 http://coaching.3forum.hk/index.php CAROL LEUNG/ ASUP SMPIT 48
  47. 47. Douglas K. SilsbeeDoug Establishing a Coaching Relationship with Subordinates By Doug Silsbee Most people agree that coaching is an essential part of managing and leading people, but doing so can be fraught with difficulties. The authority of the coach/boss over the employee, and the potential for the supervisor’s interests to differ from the individuals’ interests are critical factors to consider. Dealing in a straightforward and realistic fashion with these difficulties is essential to establishing the trusting relationship within which real learning and development can take place. Performance Management vs. Developmental Coaching Prior to doing any coaching, be careful to distinguish between performance management and developmental coaching. Performance management is an effort to maximize the employee’s contributions to organizational goals by measuring their performance as objectively as possible, providing feedback, and developing strategies together to improve this performance. Developmental coaching is an effort to develop the employee’s capacity to meet his/her own goals, where the coach operates in service to the employee’s interests. When the employee is highly motivated to succeed within the organization, performance management and developmental coaching will often look similar. On the other hand, when the employee is dealing with significant personal issues, seeking better work/life balance, or considering alternative career paths, performance management and developmental coaching diverge, and can even conflict. Here, the organization’s goals (e.g., keep the employee, get the employee to model commitment) may conflict with the employee’s goals (get a different job, be home with kids in the evening.) When we also consider the authority and power the supervisor has over the employee, the potential for misunderstandings and mistrust is even more apparent. How to Succeed in Developmental Coaching In order for developmental coaching to be successful in a supervisory relationship, the coaching must meet four conditions: • The goals of the boss must not be in conflict with the personal and professional goals of the subordinate, or the boss must be able to place other considerations temporarily in the background in order support the dedication of the coaching, in good faith, to the best interests of the subordinate. Doug Silsbee 828-254-2021 • ds@dougsilsbee.com • dougsilsbee.com
  48. 48. • The subordinate must be motivated to make a commitment to learning and development for reasons of his or her own. • Both parties must be able and willing to draw distinctions between the coaching aspect of their relationship and other aspects, separating the development process from power issues and supervisory consequences. • The boss and subordinate must trust each other that the first three conditions are present. If any of these conditions is not present, the supervisor will have a difficult time coaching the subordinate and may need to find a different means to provide development support for the subordinate. If the two parties meet these conditions, they can build a real coaching relationship dedicated to the employee’s growth. Ultimately, the employee must decide if the relationship is trustworthy, as coaching imposed on employees rarely works. Going through the motions of coaching without real openness and investment on the part of the employee does not create the conditions for development. Why Developmental Coaching? Developmental coaching is an embodiment of the often-stated organizational value that “Our people are our greatest asset.” Often, organizations saddle their “greatest assets” with excruciating workloads, stress, and conflicting priorities. The bottom line is that any organization can only meet its goals to the degree that people make them happen. Morale, achievement, and commitment all relate closely to the employee perception that the boss understands and responds to the employee’s individual needs. Developmental coaching, then, is a way for any manager to send the message that employees truly are the company’s most important assets. While this is also a matter of the larger organizational culture, any supervisor or manager can greatly influence this perception within his or her department or business unit. Here are examples of some fruitful areas that developmental coaching often addresses: • Developing a specific, job-related competency that will help the employee achieve his or her career objectives, whether inside or outside his or her current job. • Managing time and priorities more effectively in order to achieve better life balance. • Exploring alternative career paths and career development strategies. • Developing strategies to deal with office politics and difficult people. • Recognizing and managing difficult emotions in the workplace. • Clarifying the employee’s long and medium-term life and career goals. Managers who are coaching direct reports need to set aside a special time and circumstance for the coaching aspect of their relationship. The supervisor and the subordinate can then place their relationship issues in the background and concentrate on the subordinate’s development. During this process, you may find it useful to ask yourself: “If my coaching leads to my employee leaving the company, will I have served the organization?” If the answer is no, you may find it difficult to really serve the employee’s learning needs. If yes, Copyright © 2005, Doug Silsbee. Permission is hereby granted to reproduce this piece in its entirety, provided that no changes are made, the intact resource box at the end is included, and a copy of the use is provided to the author. For permission for edits, excerpts, or other changes, contact Doug Silsbee at 828-254-2021 or ds@dougsilsbee.com.
  49. 49. you probably recognize that keeping dissatisfied people in the company doesn’t serve either the company or the employee. Either way, asking yourself the question will help discern your real objectives in coaching. Getting the Best from Developmental Coaching Paying attention to a few practical and proven strategies can greatly increase the probabilities that real developmental coaching will work. Consider the following: • Invite your employee into a coaching relationship. Discuss with him that you’d like to make some time available to him to support his learning in areas that are of interest to him. Offer to be a support and a resource to him, and make the distinction that you are focusing on his learning and objectives. Don’t be put off if the employee appears skeptical or doesn’t immediately jump on the opportunity. It may take a while to build trust; be willing to start small. • Ask the employee how you can be most helpful, and encourage her to define what she needs from you. When the employee begins to define the territory that the conversation will cover, she develops ownership in the process and begins to experience you as a support and resource, rather than as a boss. • Be clear in your own mind, and explicit with the employee, that these coaching conversations are for the development of the employee. Reinforce that there will be no organizational consequences for what is shared in these conversations. The employee may be hesitant to trust this at first. Maintaining the integrity and trust that the employee places in you is critical to building a robust coaching relationship. • Of course, you must be candid and willing to say if you don’t believe you can be helpful in a specific area. Sometimes you may not feel knowledgeable in a particular area, and you may need to connect your employee to others inside or outside the organization who can be helpful resources. On rare occasions, a coaching discussion may stray into personal areas that you are not trained to handle. In these situations, you may need to discuss with your employee whether a referral to an employee assistance program or an outside resource is appropriate. • As openness to this new kind of relationship develops, work out the details of structure (frequency, duration of conversations, location, etc.) in ways that are agreeable to both. Again, start small and go for early, small successes. Be clear with each other what’s on the table for discussion, and what’s not. • Give your employee evidence of your support for her. When situations occur that challenge your agreement or require you to distinguish between serving organizational and employee goals, it can be reassuring for the employee to hear how you handled them. • Seek opportunities to present your employee with choice points—opportunities to discuss either of a couple of different topics or lines of discussion. Making choices puts the employee in charge of the conversation and demonstrates that you are in service to her needs. Copyright © 2005, Doug Silsbee. Permission is hereby granted to reproduce this piece in its entirety, provided that no changes are made, the intact resource box at the end is included, and a copy of the use is provided to the author. For permission for edits, excerpts, or other changes, contact Doug Silsbee at 828-254-2021 or ds@dougsilsbee.com.
  50. 50. • Provide feedback and encouragement when you see that the employee is taking responsibility for shaping the coaching process. The employee’s awareness of this sub- text of the coaching relationship is key. Helping him become aware of ways in which he is defining his development needs, and asking for support, is empowering. While developmental coaching isn’t possible within every supervisory relationship, the loyalty and learning that result make it well worth exploring. To do it successfully, you and the employee must undertake a mental shift to a new way of seeing the relationship. Realize that this shift is not automatic and will happen over time. Once it occurs, however, you will be able to set aside your role as representative of organizational authority, and serve as a support and resource for the employee. While this type of coaching does require attention, the rewards of this redefined relationship are enormous. Doug Silsbee is an executive coach and master teacher, practicing in Asheville, NC. You can learn much more about Doug’s work at http://dougsilsbee.com and in his book The Mindful Coach: Seven Roles for Helping People Grow. Order through local bookstores or online at Doug’s website. Doug will also work with you, over the phone or on site, to help you and your organization develop effectiveness, resilience, and fulfillment. Inquire at ds@dougsilsbee.com or 828-254-2021 for more information or a free consultation. Copyright © 2005, Doug Silsbee. Permission is hereby granted to reproduce this piece in its entirety, provided that no changes are made, the intact resource box at the end is included, and a copy of the use is provided to the author. For permission for edits, excerpts, or other changes, contact Doug Silsbee at 828-254-2021 or ds@dougsilsbee.com.
  51. 51. The Manager as Coach: Tools for Teaching By Jill Geisler (more by author) Leadership & Management Group Leader Think about the best teachers in your life. Who were they? Your list may include traditional schoolmasters, but it may also draw from other areas: family, clergy, athletic coaches, friends, work supervisors, or military leaders. There was something each of your best teachers did that connected with your needs and interests. And chances are, those best teachers had styles that were not identical to one another. But what they had in common was the ability to reach you. What is the secret to good teaching? The best teachers help us discover, then celebrate the discovery with us. That process takes longer than simply telling people to listen, take notes, memorize, then parrot back the words. The secret is coaching. By its very nature, coaching is personal. And that is what makes it powerful. It is teaching tailored to the uniqueness of each student; a prescription, if you will, for their healthy growth. Coaches are teachers who know their material well, and know their students equally well. They have an understanding of the student's current grasp of the subject. They know because they have asked questions. They have listened. Managers have many responsibilities; coaching is among the most important. Coaching does not simply correct today's problem; it helps keep the problem from resurfacing. The employee not only understands the goal, but can teach it to others. Coaching may take longer than correcting, which is a quot;quick fix,quot; but it is longer-lasting. It builds a body of understanding, and, if done well, helps build a workplace culture. How does a manager shift from quot;corrections officerquot; to coach? It can be easier than you think. Here are some of the things coaches do: 1. Coaches know their students. They pay attention to their work and to them as human beings. They never make assumptions about the motives that drive the student's words or actions. They take time to learn the
  52. 52. person's hopes, fears, and history. 2. Coaches check their egos at the door. They resist trying to impress a student with their knowledge. Their satisfaction comes not from hearing someone say quot;how do you know so much?quot; but in seeing the student grow his or her skills. When coaching is done well, learners believe they personally have discovered ideas and answers, hence, they may never acknowledge the coach's contribution. And that should be just fine with the coach. 3. Coaches ask questions. What are we aiming for in this story? What did you see out there? What did you like most about the assignment? What's causing you concern? How would you like to approach the problem? Who else might we want to include? Is there another way to look at this? What would happen if we turned things upside down? 4. Coaches listen completely. They resist the temptation to give instant advice or answers, even if they have them at the tip of their tongue. They give the student time to get a point out fully, and only then work to develop a coaching conversation. They resist phone calls, door knocks, and the errant material lying atop their desks. When coaching is underway, the most important gift a coach gives is complete attention. 5. Coaches are positive. They emphasize growth and goodness. They catch people doing things right and reward them with praise. Coaches are not insincere or flattering; they are genuine and specific in their praise. They give the student details about what is being praised and why. They do not shy away from honest feedback about things that need strengthening, but even critical feedback is framed in a non-threatening manner. 6. Coaches look for quot;teaching moments.quot; Coaches are always on the alert for opportunities to reinforce values and skills. These are quot;teaching moments.quot; They may happen in formal meetings or casual conversations; in bringing people together, in calling upon a person to share the quot;how I did itquot; of a success story with others, through department-wide memos or personal notes. But when it comes to quot;teaching moments,quot; coaches are careful: they praise in public, and criticize in private. 7. Coaches inspire. Don't be frightened by that notion. You may not think of yourself as an inspirational figure, and your humility is laudable. But even the most humble leaders were known for their values. People around them knew what they stood for. What do you stand for? It can take courage to be inspirational, to overcome your own fears. You may fear public speaking, fear contradiction, or fear failure. If so, then seek out a coach to help you
  53. 53. achieve the goal of inspiring others by your words and deeds. 8. Coaches are responsible risk-takers. Coaches know the rules of the road so well that they don't fear an occasional detour. They celebrate creativity that respects values but tries things a different way. They reward innovation. They aren't afraid to laugh at themselves or look foolish to help get an important point across. While helping others grow, they are always challenging themselves to do the same. They do not fear change or challenge. They do not hesitate to say quot;I'm sorryquot; when they make mistakes. And even the best coaches do. Coaching, properly done, is immensely rewarding. The student or employee is excited about learning, has greater mastery of material, and has enhanced self-confidence. A workplace with a coaching culture can be a better place to work; more positive, more value-and-quality driven, more humane. There is no greater gift we can give to colleagues than the confidence that we believe in them and that they have earned it. That is the coach's gift
  54. 54. The Manager As A Coach By Ninive Badilescu Feb 9, 2005 In an effort to attract and retain talent, companies are employing new approaches to managing their employees. More and more we see a shift towards offering employees the opportunity to achieve professional growth through self-awareness, clear and detailed career plans and a coaching management style approach. Sean McPheat , CEO of the Executive Coaching Studio describes the Coaching Management Style as: “Directed towards professional growth of employees. Manager focuses on helping employees identify their strengths and weaknesses, improvement areas and set development plans that foster career goals. (The) manager creates an environment that supports honest self-assessment and treats mistakes as learning opportunities in the development process.” When acting as a coach, the manager has to remember that coaching should be a continuous process. As such he/she should avoid employing it solely for dealing with an acute problem. While coaching can deal with the odd issue such as: absenteeism, low productivity, etc, managers should use coaching as part of their talent management activities. All managers who successfully use coaching as a management style base their actions on a few principles/beliefs: Know your employee: the more you know your employee the easier it will be to help them on the path to self-awareness. Knowing their strengths and weaknesses will pave the way to better development planning increased performance on the job, job satisfaction and recognition. All these translate into a happier and more loyal employee. Listen: the managers successful in employing a coaching management style have great listening skills. It is more important to listen and understand the other person than it is to think of immediate solutions. These managers listen to what it is said and also to what is it left out. Sometimes discovering what is not put into words holds the key to a successful coaching session. Ensure commitment: both parties (manager and employee) have to be fully committed to the process. Lack of commitment on either side will result in failure. The International Coach Academy has introduced the term UAC which stands for Underlying Automatic Commitments. According to this principle people are always committed to something whether it is something
  55. 55. beneficial or not, whether on a conscious or unconscious level. Therefore our experiences are based on what we are committed to at the time and on our core individual commitments. Developing and ensuring commitment to the coaching process will result in a successful coaching process. Offer structure: a successful coaching program needs a cohesive structure. Building appropriate structures is sometimes half of the work offering the work frame for the process, ease of results monitoring and clear parameters to work with. Inspire trust: a coaching relationship cannot exist without trust. The employee should feel supported, enthused and safe in his/her coaching relationship. There are no shortcuts for this. Lack of trust will lead to lack of communication, lack of commitment and ultimately failure. Don’t judge: a good coach is non-judgemental. The manager as a coach should avoid judging. A safe and supportive coaching environment cannot be built on judgements. Give feedback: feedback should be neither positive nor negative but simply state facts. While you would be happy to have your client read positive feedback in your praise you do not want to imply criticism when the feedback can be seen as negative. Stick to the facts and they will send the right message. Follow-up: following up on results reinforces commitment and creates the right environment for continuous improvement. There are no substitutes to a consistent and structured follow-up. Be fair, be consistent, be open and supportive in your follow-up and the changes will follow. Author's Bio Ninive Badilescu CPC, the founder of UAchieve Coaching, is an Executive & Career Success Coach specialised in helping individuals achieve excellence in their jobs through the design and implementation of successful career strategies. A successful outcome is based on careful planning, consistent action, timely feedback and continuous improvement. Ninive can help make your journey easier, faster and more fulfilling. For information on her programs and to receive a FREE Career Assessment please visit her website at: http://www.uachievecoaching.com or send her an email: ninive@uachievecoaching.com.
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