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Manager to coach sos may 2012


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From Manager to Coach

From Manager to Coach

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  • 1. 1The JobBank PresentsFrom ManagerTo CoachSOS Children’s Villages Jamaica5/8/2013
  • 2.  Mobile: 876.383.5627 Skype: LSemaj Office: 876.948.5627 Twitter: LSemaj Email: Facebook: Leahcim Semaj Blog:
  • 3. The Transition From Manager to Coach What do You Bring to The Table The Realities of The New Work Order The Changes Required For The New Work Order Why Managers Should Be Coaches The Psycho-Biology of The Resistance to Change How to Become More Change Adaptive Options For Getting People to do The Right Thing How to Build Better Relationships With Workers The Manager As Trainer and Career Coach Confronting and Resolving Conflicts Becoming A Mentor To Your Employees The Power Of Honey Over Vinegar: Results Through Rewards5/8/2013
  • 4. 5/8/2013 4Managers Change -From Supervisors to Coaches Coaches help teams solveproblems Old Order bosses designand allocate work,supervise, check, monitorand control Teams do these things forthemselves Mentors look out for longterm career development
  • 5. 5/8/2013 5Middle Management Has A New Role From guardians of thefunctional units tosmashers of theboundaries To facilitators of theteams on the front line From defending what useTo be To encouraging whatshould and can be
  • 6. 5/8/2013 6The Manager Must ChangeFrom Scorekeepers to Leaders Must be able to influenceand reinforce student’s andother teachersvalues andbeliefs by your words anddeeds
  • 7. 5/8/2013 7Organizational Structure Changes-From Hierarchical to Flat The team andthe process is thereality Coequal peoplecan operate withautonomy andfewer managersA manager cantypicallysuperviseabout 7 peopleHe can coachup to 30 or 40
  • 9. Leaders CommunicateGives clear messagesConducive to people workingproductively and harmoniouslyWithout misunderstanding andmisinterpretation5/8/2013 9
  • 10. Good CommunicationAs people on the teamlearn to take othermembers at face valuethey build trust andcredibility5/8/2013 10
  • 11. 11Can You Skate?5/8/2013
  • 12. 5/8/2013 12All leadership comes down tothis:changing peoplesbehaviorWhy is that so hard?
  • 13. 5/8/2013 13Change or DieWhat ifyou weregiven thatchoice?Were talkingactual life ordeath now
  • 14. 5/8/2013 14Dont believe it?You want odds?Here are the oddsThe scientifically studied odds:NINE to ONEThats nine to one against youHow do you like those odds?
  • 15. 5/8/2013
  • 16. 5/8/2013 16Lifestyle and HealthA relatively small percentageof the population consumesthe vast majority of thehealth-care budgetfor diseases that are verywell known and by and largebehavioral
  • 17. 5/8/2013 17Many Peopleare sick because of how theychoose to live their livesNot because of environmental orgenetic factors beyond theircontrol
  • 18. 5/8/2013 18For The last 50 Years We know that 80% of health-carebudget is consumed by 5 behavioralissues too much Smoking Drinking Eating Stress And not enough exercise
  • 19. 5/8/2013 19Every Year in the United States About 600,000 people havebypasses 1.3 million heart patients haveangioplasties All at a total cost of aroundU$30 billion The procedures temporarilyrelieve chest pains but rarelyprevent heart attacks or prolonglives
  • 20. 5/8/2013 20Around Half of The Timethe bypassgrafts clogup in a fewyearstheangioplastiesin a fewmonths
  • 21. 5/8/2013 21But Many PatientsCould avoid the return of painand the need to repeat thesurgeryNot to mention arrest the courseof their disease before it killsthemBy switching to healthierlifestyles
  • 22. 5/8/2013 22Very Few DoIf you look at people aftercoronary-artery bypass grafting2 years later90% of them have not changedtheir lifestyleThis been studied over and overand over again
  • 23. 5/8/2013 23Even thoughthey know they have a verybad diseaseand they know they shouldchange their lifestylefor whatever reasonthey dont
  • 24. 5/8/2013 24Resistance To ChangeChanging the behavior of peopleisnt just the biggest challenge inhealth careIts the most importantchallenge for businessestrying to compete in aturbulent world
  • 25. 5/8/2013 25ChangeThe central issue is neverstrategy, structure, culture, orsystemsThe core of the matter is alwaysaboutchanging the behavior of people
  • 26. 5/8/2013 26YOUmay be called upon to respond toprofound upheavals inmarketplace dynamicsa shift from a regulated to aderegulated environmentor to a corporate reorganization,mergeror entry into a new business
  • 27. 5/8/2013 27As individualswe may want to change ourown styles of workhow we mentor subordinateshow we react to criticismYet more often than not,we dont
  • 28. CHANGECannot be ManagedIT MUST BE LED5/8/2013
  • 29. MANAGEMENTmust also changeBecome a learningenvironmentPrepare the entire workforceto change or to leave5/8/2013 29
  • 30. Middle ManagementThe greatestobstacle tochange Douglas Orane - Grace Anthony Bell - JWN Kertist Agustus - CLC JEF Convention 5/985/8/2013 30
  • 31. 5/8/2013 31Managersare supposedly the prime changeagents for their companiesbut theyre often as resistant tochange as anyoneand as prone to backslidingHow do you plead?
  • 32. 5/8/2013 3232Like everyone else,LEADERS ARE NERVOUSabout learning new skills, behaviours,and working relationships Unlike everyone else,LEADERS HAVE TO GO
  • 33. 33LEADERSHIP IS THE HIGHESTCOMPONENT OF MANAGEMENTa) Provides visionand direction,values andpurposesb) Inspire people towork together withcommon vision andpurpose5/8/2013
  • 34. 34Some Have One AndNot AnotherBrain theory researchexplains why somepeople are excellentproducers but poormanagers or great managers butweak leaders5/8/2013
  • 35. Executives ChangeFrom Scorekeepers to LeadersMust be able to influence andreinforce employees•values and beliefsby their words and deedsManage by ExamplePractice Visible Management5/8/2013 35
  • 36. Peter DruckerManagementis doing thingsright;leadership isdoing the rightthings5/8/2013 36
  • 37. Boss vs. Leader5/8/2013 37
  • 38. MosesDid hemanageOr lead?5/8/2013 38
  • 39. How to Get People to doThe Right ThingPart 55/8/2013
  • 40. An organization isa perfect systemshaped to be what it isby the behaviours that are reinforcedThis can be by direct or indirect actions intended or un-intended actions5/8/2013
  • 41. FOR youYou are responsible5/8/2013
  • 42. FOR peopleYou are notresponsible5/8/2013
  • 43. Your partner, children,workteam…You are responsible TO thepeople in your life…5/8/2013
  • 44. peopleYou can’t change5/8/2013
  • 45. THEMSELVESPeople change5/8/2013
  • 46. which increase or decrease theprobability ofpeople changing themselvesHOWEVER, YOUcan create contexts5/8/2013
  • 47. Wishful ThinkingThreatsPunishmentPromisesRewardsMotivationInspirationForces of Change5/8/2013
  • 48. 5/8/2013 484 SituationalManagement StylesFollower Define Roles &TasksFollower Seek SuggestionsS3 -SupportingFollower Define Roles &TasksFollower Make DecisionsS4-DelegatingLeader Define Roles& TasksLeader Make DecisionsS1- DirectingLeader Define Roles &TasksLeader Seek SuggestionsS2 - Coaching5/8/2013
  • 49. 49The Next Level4 Management StylesLow TaskHigh RelationshipCOLLABORATIONHigh TaskHigh RelationshipINFLUENCEHigh TaskLow RelationshipDIRECTIONLow TaskLow RelationshipDELEGATION5/8/2013
  • 50. 50More Leadership Models5/8/2013
  • 51. Transformational Leadership A leadership style that that createsvaluable and positive change in thefollowers Focuses on "transforming" others to help each other, to look out for each other, to be encouraging and harmonious to look out for the organization as awhole5/8/2013
  • 52. Transformational leadershipIn this leadership style,the leader enhancesthe motivation,moraleand performanceof his follower group5/8/2013
  • 53. 53Management & Leadership Efficient management withouteffective leadership is like “straightening deck chairs on theTitanic” No management success cancompensate for failure in leadership But leadership is hard because weare often caught in a managementparadigm – March 7, 20065/8/2013
  • 54. 54Leadership Displaying “Management” Characteristics will get you promoted to middle management Displaying “leadership” characteristics will get you to the top True leaders break things and take risksto build long-term value Al WasserbergerFounder, Chairman and CEO, Spirian TechnologiesChicago - IL US5/8/2013
  • 55. 55Leadership Seems To BeThe MARSHALING Of Skills…Possessed by a majorityBut used by a minorityCan be learned by anyoneDenied to no one5/8/2013
  • 56. 56Leadership Can’t Be Taught But it can be learned Learning to deal withcrisis Making tough decisions Handling success Rebounding from failures All provide invaluablelessons for the willingstudent5/8/2013
  • 57. 57Learning Leadership On the job In life Everywhere All the time By anticipating By participating By listening to others5/8/2013
  • 58. 58Leadership Leadership is about doing the right thing,not the easy thing Michael Volkema The acts of the leader are the acts of thenation If the leader is just, the nation is just; if he is unjust, the nation too is unjust andis punished for the sins of the leader Zohar5/8/2013
  • 59. 59Leadership Men can be stimulated to show off theirgood qualities to the leader who seems tothink they have good qualities John Richelsen Crowds of men are like crowds of sheep.Not the best, but the first leader is usuallyfollowed Max Brand5/8/2013
  • 60. 60Exercising leadership generatesresistance and painRonald Heifetz, Director, Leadership Education ProjectWith good leadership,any problem can be solved.William R. Rhodes5/8/2013
  • 61. What Do You Bring ToThe Table?Your Personality Profile5/8/2013
  • 62. How to Stop SupervisingAnd StartCoachingAJobBankPresentation
  • 63. 5/8/2013 63The New Way Performance coachingrepresents a newphilosophy indeveloping people Based on the hands-onexperience and on-the-job knowledge of theimmediate supervisor You focus on thecompany’sbusinessobjectives You connecttraining to thejob
  • 64. 5/8/2013 64Coach Your WorkersTo awinningseason
  • 65. 5/8/2013 65QuestionWhatpercentage ofyour workforce isperforming atpeak levels?
  • 66. 5/8/2013 66If Your Employees Are Average Probably no morethan 20 %These topperformers oftenare eager to learnbecause they havehigh achievementdrives
  • 67. 5/8/2013 67Your JobTo get theremaining80% tofollow suit
  • 68. 5/8/2013 68One Way to Do ThisCoachingandMentoringthem
  • 69. 5/8/2013 69All of Us Need CoachesMost people work Learn Stretch moreIf they areencouraged andcoached Than if they try togo it alone
  • 70. 5/8/2013 70EveryoneNeeds a Push Sometimes Muhammad Ali Asked to identifythe greatest lessonhe learned in life The Sonny Listontitle fight inJanuary 1964
  • 71. 5/8/2013 71“Liston was the strongest man I ever fought” “Every time I hit him,it hurt me worse thanit did him When the 6th roundended I was completelyspent, I couldn’t evenraise my arms
  • 72. 5/8/2013 72“I couldn’t even stand upto go back into the ring” “I’m going home! I told Angelo Dundee I’m not going back in there!”
  • 73. 5/8/2013 73Dundee demandedthat Ali get back in the ringAli refusedThe bell rangAli still didntrise
  • 74. 5/8/2013 74Dundeepushed him and shouted“Get in thereand don’tcome out untilyou areheavyweightchampion ofthe world”
  • 75. 5/8/2013 75Ali struggled to his feetListondidn’tAli wonthe title
  • 76. 5/8/2013 76The Lesson of Coaching“The greatestlesson I’ve learnedis to have someonepushin’ you andmaking you dothings you don’tthink you can do”
  • 77. 5/8/2013 77As a Performance Coach You make sure thatemployees receiveon-target training You are accountablefor the performanceof employees beingtrained
  • 78. 5/8/2013 78As a Performance CoachIt is results thatcount not the trainingactivityNo more trainingfor training’s sake
  • 79. 5/8/2013 79What does this mean? Break up training intosmall units that last only afew hours or less This eliminates launchinga tidal wave of informationat employees that theyforget as soon as they stepout of the classroom
  • 80. 5/8/2013 80Performance Coaching Developing the fullpotential of employees Help to identify andgrow the personalityand performancestrengths that will makethem better employees
  • 81. 5/8/2013 81Performance CoachingBuild therelationship withemployees thatmotivate andinspire them tobetterthemselves
  • 82. 5/8/2013 82You Also Need To BeAnEffectiveCareerCoachAGoodMentor
  • 83. 5/8/2013 83So What?For many, training,coaching andmentoring employeesis just another task tobe added to theiralready overflowingagenda
  • 84. 5/8/2013 84The Reason:They viewemployeedevelopment asan activityirrelevant to thejob they mustaccomplish
  • 85. 5/8/2013 85The Reason:An investment oftheir time with noreturnIs this true?What is yourposition?
  • 86. Performance CoachingGetsResults
  • 87. 5/8/2013 87How?Results innew on thejob skills andmeasurableperformanceimprovementCreatesemployeeswho areconfident andambitious
  • 88. 5/8/2013 88Human Resource ProfessionalsSupportyou inyour newtrainingroleDeveloping trainingactivities andteaching trainingskills such as howto makepresentations andlead discussions
  • 89. 5/8/2013 89In Addition:They should beresponsible fortheorganisationsperformancemanagementsystemPerformancestandardsEvaluationsystemsCompensationand rewardsystems
  • 90. 5/8/2013 90How toBuild Relationships With WorkersA performance-coachingrelationship withyour employeesmust includesome specialcomponents
  • 91. 5/8/2013 911. Freedom From Fear Fear kills organisational andindividual performance An intimidating boss andconstant fear of reprisalsmake employees: Frustrated Angry Resentful
  • 92. 5/8/2013 92What of Relationships? Good relationships can’tsurvive under suchconditions Do not emotionally andverbally abuse employees Give them leeway to becreative Even to make mistakes Without fear of retribution
  • 93. 5/8/2013 932. Communication Two-way communication Need good listening skillsto encourage employeecommunication Communicating on thesame level and with thesame language
  • 94. 5/8/2013 943. Interaction To have healthy fear-free - and mistake-freecommunication: You should allowpersonal interactionbetween self andemployees
  • 95. 5/8/2013 954. AcceptanceRelationshipsmust be non-judgmentalBe ready tolisten to whatemployeeshave to say
  • 96. 5/8/2013 965. Personal InvolvementKnow youremployees ashuman beingsLet themknow you as ahuman being
  • 97. 5/8/2013 976. TrustBased onmutualrespectand truth
  • 98. 5/8/2013 987. Honesty Relationshipsdepend on totalhonesty That doesn’t meanyou can’t hidethings that willhurt youremployees
  • 99. 5/8/2013 998. Self-EsteemEmployees andsupervisorswill experiencehigher self-esteem
  • 100. 5/8/2013 1009. Personal andProfessional DevelopmentThe managers job isto offer the rightwork assignmentsand help theemployees achievetheir goals
  • 101. 5/8/2013 101Principles of TrainingYou shouldfollow fourprinciples whentrainingemployees
  • 102. 5/8/2013 102First - MEANING Presentinformation only ifit is meaningful Theory should betied to practicalapplications
  • 103. 5/8/2013 103Second - MASTERY Present information in away that permits mastery Employees have tounderstand completely andbe able to use what youare training them to do
  • 104. 5/8/2013 104Third - ONE CONCEPTPresentonly oneidea orconceptat a time
  • 105. 5/8/2013 105Fourth - FEEDBACKUse feedbackand frequentsummaries
  • 106. 5/8/2013 106The Seven Laws of TrainingThe followinglaws of trainingwill help youperform the taskof the trainerbetter
  • 107. 5/8/2013 1071. The Law of The Trainer You have to convinceemployees that youknow what youre talkingabout Must have bothknowledge andexperience in the subjectbeing taught
  • 108. 5/8/2013 1082. The Law of The LearnerLearners payattention ifyou usediversionarymethods suchas games orexercises
  • 109. 5/8/2013 109Training and Performance AidsUser friendly aidssuch aslaminated cardsor posters can beused to keep keypoints fresh inemployeesminds
  • 110. 5/8/2013 1103. The Law of The LanguageTraining must beconducted in plain,intelligent,understandablelanguage if it is tobe successful
  • 111. 5/8/2013 1114. The Law of The Training Session Training must betied to a frame ofreference thatemployees canunderstand Something theemployee is familiarwith
  • 112. 5/8/2013 1125. The Law of the Training ProcessThe best learningprocess challengesemployees tostudy forthemselvesDont spoon-feed them
  • 113. 5/8/2013 1136. The Law of the Learning ProcessThematerialmust beapplicableto the job
  • 114. 5/8/2013 1147. The Law of Review,Application and Evaluation Review thematerial to ensurethat the employeefully understand it And know how toapply it to theirjobs
  • 115. 5/8/2013
  • 116. 5/8/2013 116Some Techniques For Coaches Harvard BusinessReview Nov-Dec 1996 James Waldrop andTimothy Butler
  • 117. 5/8/2013 117Practice Active ListeningParaphraseso that theperson knowsyou trulyunderstoodthem
  • 118. 5/8/2013 118Support learning through action and reflection Take time after aspecific event orduring the scheduledcoaching meeting toask some questions
  • 119. 5/8/2013 119Questions To Ask "What happened? What did you do? How successful do you think the actionwas? How did you feel before, during, andafter? How did other people react? Did you get any feedback? Do you need to follow up?"
  • 120. 5/8/2013 120One goal of the coach inthe action-and-reflection cycle To make theworker realisehow hisbehavioursaffect his abilityto succeed The best way toaccomplish thatis to ask him toimagine howothers might bereacting to hisbehaviour
  • 121. 5/8/2013 121Move from easy to hard1 1 3 Don’t expectthe behaviouralgoal to bereachedwithout sometrial and erroralong the way
  • 122. 5/8/2013 122WHEN WORKING ON SEVERAL BEHAVIOURSPick the onethat is likeliestto changequickly andwith the leastamount oftrauma
  • 123. 5/8/2013 123Set Microgoals These goalsapproximate theultimate goal andform the basis forreflection anddiscussion betweencoach and worker
  • 124. 5/8/2013 124If the ultimate goal is to be more trusted andapproachable Successivemicrogoals mightbe to ask a staffassistant how hisweekend went To solicit otherpeoples opinionsabout a decision To follow up withthem afterward To ask more peopleout to lunch To take notes abouthow a particularlybothersomerelationship isprogressing
  • 125. 5/8/2013 125If the ultimate goal is to stop overly controllingbehaviour A series ofmicrogoals mightencourage theworker to hold backher opinion in ameeting untileveryone else hasspoken
  • 126. 5/8/2013 126Use tape delay The coachencourages theworker who gets intotrouble by speakingbefore thinking towait for five secondsbefore reacting inmeetings
  • 127. 5/8/2013 127Practice script writing and role-playing The coach can helpthe worker who hasproblemscommunicating byencouraging him towrite scripts andthen to play outpossible scenarios
  • 128. 5/8/2013 128Set up relationship-repair meetings The coach must askmany questions ofthe worker to find outwhat is happening ina bad relationship
  • 129. 5/8/2013 129Set up relationship-repair meetings When the worker isready to work on therelationship, the coachmay help him scriptand play out a firstmeeting It also may be ofbenefit if the coachacts as meetingfacilitator
  • 130. 5/8/2013 130Encouragemore positive feedbackWe tend tofocus onproblemsmore than onsuccesses
  • 131. 5/8/2013 131Napoleon stressed how everyone responds to rewardswhen he said, "Men dont risktheir lives for theircountry. Men risktheir lives formedals” Human nature hasnot changed
  • 132. 5/8/2013 132At the End of the TrainingBoth trainerand employeeshould beevaluated
  • 133. 5/8/2013 133Make Training Work at Work Refresher courses helpemployees review thematerial talk about the difficulties integrating new skills orknowledge in theworkplace
  • 134. 5/8/2013 134Journals and Daily Logs Journals and DailyLogs allowemployees to torecord thecircumstances andevents in applyingthe learning
  • 135. 5/8/2013 135Follow-up Activities One-on-oneinterviews Focus-groupssessions Used to see theproblems employeesare having in applyingthe learning
  • 136. 5/8/2013 136Failure AnalysisRememberthat failureis part ofthe learningprocess
  • 137. 5/8/2013 137Study FailureTo see how youcan better designfuture training sothat applying itcan be done withminimal disruption
  • 138. 5/8/2013 138How to be an Effective Career Coach The primary purposeof career coaching isto help employeesconsider alternativesand make decisionsregarding theircareers
  • 139. 5/8/2013 139Get the Right Person in the Right Job Preventsorganisations frominvesting too muchtime and money inemployees who arenot suited for certainjobs orresponsibilities
  • 140. 5/8/2013 140Career CoachingIdentifiesadvancementpossibilities foremployeesEncourage themto stay with thefirm
  • 141. 5/8/2013 141The Career Coach Managers andSupervisors ratherthan humanresourceprofessionals arethe best choices forcareer coaches most familiar withemployeesperformances They are the onesaccountable forthose performancesto motivate andencourage theiremployees
  • 142. 5/8/2013 142The Right Environment To succeed as a career coachemployees must be willing andable to confide in you There must be a climate of open,honest communication betweenyou and your employees
  • 143. 5/8/2013 143Positive Communication Is more than paying "mydoor is always open” lipservice Employees have tobelieve that you aresincerely concerned fortheir well-being
  • 144. 5/8/2013 144Interpersonal Communication Once you create andopen environment thestage is set for you to bea career coach Your interpersonalcommunication skillsare critical
  • 145. 5/8/2013 145Attending Skills Show concern foremployees acceptance, empathyand understanding Create trust andfearlessness inemployees
  • 146. 5/8/2013 146Active ListeningMeans that youare moreinterested inhearing what theemployee has tosay than hearingyour own voice
  • 147. 5/8/2013 147QuestioningTo clarifyemployeecomments
  • 148. 5/8/2013 148Reflective Skills You reflect on whatemployees havesaid Paraphrasing Clarifying Interpreting Summarising theirfeelings andthoughts
  • 149. 5/8/2013 149Good Career CoachesCareer coaches must deal withthree different types of employees:MoversMiddle-of- The-RoadersStuckies
  • 150. 5/8/2013 150Movers Movers live to work Their work defines whothey are
  • 151. 5/8/2013 151Movers They are interested inlearning new skills andwant to apply them onthe job They have a long-termperspective on theircareers and are alwayslooking ahead
  • 152. 5/8/2013 152Middle-of-the-Road Employees Balance their work and personal-liferesponsibilities More than upward momentum, theseemployees are looking for stability They want challenges but not risks Job rotation is a nuisance, not anopportunity
  • 153. 5/8/2013 153Stuckies These employees viewtheir careers, their jobsand often themselvesnegatively They dont seethemselves goinganywhere and theyleave eventually
  • 154. 5/8/2013 154Coaches Resolve Conflicts Your job is to make surethat employee meet orexceed performancestandards You need to be assertive andnot aggressive Focus on problem, notpersonality
  • 155. 5/8/2013 155Sources Of Conflicts NOT KNOWINGWHAT TO DO NOT KNOWINGHOW TO DO IT OPTION Skill and Knowledgetraining WORKINGCONDITIONS OPTION Identify and resolveissues Interpersonal conflicts Not respectingcolleagues judgement Different needs orpriorities
  • 156. 5/8/2013 156Resolving Emotional Conflict Acknowledge that conflict exist Listen and try to understand theirfeelings and frustrations Push them to clarify their feelingsbeyond anger words
  • 157. 5/8/2013 157Resolving Emotional Conflict Ask for details and specifics Briefly state your point of view Don’t use loaded words Be honest and open When conflict is resolved ask forIMMEDIATE ACTION
  • 158. 5/8/2013 158Resolving Conflicts Of Need Identify where performance isfalling short of expectation Brainstorm with team Creative Problem Solving Then Critical thinking Test results Refine before fullimplementation
  • 159. 5/8/2013 159Coaches Are MentorsAllows you toshare yourexperiences withyour employeesHelp them achievethe same level ofsuccess as you
  • 160. 5/8/2013 160Coaches Are Mentors As they benefitfrom yourexperiences, theyavoid the mistakesthat can set backor ruin theircareers
  • 161. 5/8/2013 161Mentoring Helps you tobecome a caring,sympathetic andpatient supervisor You learn to listento the fears andfrustration of youremployees, as wellas the joy andvictory Can increase yourmotivation andenthusiasmtowards you asyou helpemployees walkthe same path youfollowed
  • 162. 5/8/2013 162Organisational BenefitsThe success of anorganisation isbased on thesuccess of anemployee
  • 163. 5/8/2013 163Organisational BenefitsEmployees whoperform well and arehappy in their jobsenhance their careerprospects
  • 164. 5/8/2013 164MORE BENEFITS They improve theperformance oftheir company Improverelationshipsbetween managersand employees –further improvingperformance andproductivity ofemployees
  • 165. 5/8/2013 165How to be a Good Mentor1. CREATE A NETWORK A network of contacts withvarious departments andhierarchical levels provide knowledge about theorganisation’s history,philosophy, strategic direction you can share with your workers
  • 166. 5/8/2013 1662. Allow Freedom Sometimes being exposed todifferent values, beliefs andgoals is necessary to helpemployees grow Employees may want to turnto someone other than you
  • 167. 5/8/2013 167Allow Freedom Give your employeesthe freedom to ofchoice, while makingsure the chosenmentor has thenecessaryqualifications
  • 168. 5/8/2013 1683. Invest your time wisely Don’t spend time onemployees who are alwaysfocused on the negativeaspects of their work andhaving nothing good to sayabout the company or itspeople
  • 169. 5/8/2013 169Invest your time wisely Your time is better spentwith positive employeeswho are open tosuggestions and ready totake responsibility fortheir growth anddevelopment
  • 170. 5/8/2013 1704. Give & You Get Back Mentoring is reciprocal When you share yourknowledge andexperiences – you’ll gaininsights and knowledgeabout yourself and yourjob
  • 171. 5/8/2013 1715. Be patientA mentoringrelationship mustbe allowed todevelop naturally
  • 172. 5/8/2013 1726. Be an active listener No relationship can succeed ifthe supervisor does notactively listen to employees You will be able to gatherinformation from youremployees through verbal andnon-verbal cues
  • 173. 5/8/2013 1737. Have ChemistryA personalchemistry betweenmanagers andemployees mustexist for thementoringrelationship to besuccessful
  • 174. 5/8/2013 1748. Formally Establisha Mentoring RelationshipYou can developa formaldevelopmentplan with eachemployee
  • 175. 5/8/2013 175Outlines your responsibilities The goals and outcomesyour employee wants toachieve The action steps andstrategies that will beused to achieve them
  • 176. 5/8/2013 1769. Establish Relationship Boundaries Some topics have to remain taboo even inmentoring relationships Example promotions your relationships with managers In order to develop trust and harmony inthe relationship, be clear and forthrightabout the boundaries
  • 177. 5/8/2013 17710. Create Reciprocity Both parties mustbenefit from thementoringrelationship clearly youremployee willbenefit the most Managers andemployees growand learn fromeach other
  • 178. 5/8/2013 17811. Develop SynergySynergy occurswhen the wholeis greater thanthe sum of parts
  • 179. 5/8/2013 179The best mentoring relationships Enhance and encouragethe confidence andcreativity of both themanagers who is guidingthe employee and theemployee who is learninghow to succeed
  • 180. 5/8/2013 180The essence of coaching isTo beimaginative andto look for avariety ofsolutions
  • 181. 5/8/2013 181Coaching must reflect The complexity and difficulty ofgenuine efforts to changebehaviour Behavioural change requiresunderstanding ones effect onother people A process that can be painful
  • 182. 5/8/2013 182Change requires endurance:It may takeplace overmonths, notweeks or daysBut eventually...
  • 183. 5/8/2013 183Change requires faith: Progress in the beginningmay come in smallincrements as the workermoves from minormodifications to morenoticeable differences
  • 184. 5/8/2013 184Change takes vigilanceand self-discipline:Slidingbackward isalmost alwayseasier thanmovingforward
  • 185. 5/8/2013 185Change meansdeferring gratification: Expect no applause; Even after a behaviourchanges for the better,few people will noticeuntil new behaviouralpatterns are wellestablished
  • 186. 5/8/2013 186Change Is Not Linear:?Allow for theoccasional slipbackward aswell as theleap forward
  • 187. 5/8/2013 187Getting Results Through Rewards As a performancecoach, you push andencourage youremployees to performbetter – for themselvesand the organisation You must reward theircommitment and effort
  • 188. 5/8/2013 188Bad Reward Strategies Some reward strategiesundermine employeeperformance ratherthan enhance it
  • 189. 5/8/2013 189Bad Reward Strategies A company rewardsemployees for qualitywork and then put suchstringent deadlines onthat work that qualitysuffers
  • 190. 5/8/2013 190Bad Reward Strategies Employees that fail tomeet deadlines arepenalised
  • 191. 5/8/2013 191Other companies state expectationsBut fail toreward, oreven monitoremployeeperformancein those areasEmployeesbase theirpriorities onwhat youinspect ratherthan what youexpect
  • 192. 5/8/2013 192You can say that you expect quality but if quality controlis not a priority inyour organisationthen, quality doesnot become apriority for youremployees
  • 193. 5/8/2013 193Employeesknow they’llneither berewarded norpenalised inthat areaWhy should it?
  • 194. 5/8/2013 194Don’t treat all results the same By not communicatingwhich results are important This can confuse employeeswho may work hard toproduce unimportantresults
  • 195. 5/8/2013 195Good Reward Strategies There are fourreward strategiesthat helpperformance coachesenhance employeeperformance andcommitment
  • 196. 5/8/2013 1961. Reward long-term solutions Examples include a yearlybonus in stock credits to beredeemed at retirement Sabbatical program foremployees who have long timeservice Compensation system tied tothe long time performance andprofitability of the company
  • 197. 5/8/2013 1972. Reward EntrepreneurshipEmployees should berecognised andrewarded for havingthe self-confidenceto act on theirconvictions
  • 198. 5/8/2013 198Employees experience “controlled” failureThis failure willbe a learningexperience thatwill benefit bothemployees andthe company
  • 199. 5/8/2013 1993. Reward performance improvement and quality work Clearlycommunicatethe performanceand quality levelyou areexpecting fromthe employee When that levelis reached, thereshould be somekind of reward inrecognition ofthe employee’sefforts
  • 200. 5/8/2013 2004. Reward Teamwork Many companiestalk about theimportance ofteamwork andthen rewardindividual effortsand contributions Reward employeesfor the efforts ofthe team ratherthan for theirindividual roles This will furtherencourageteamwork
  • 201. 5/8/2013 201What Rewards?Performance-based moneyrewards, suchas bonusesand profitsharing plan Recognition(formal andinformal) Advancementopportunities Greaterautonomy
  • 202. 5/8/2013 202IN SUMMARYWhy ShouldYou be aCoach?How to BuildRelationshipsWith WorkersPrinciples of Training MEANING MASTERY ONE CONCEPT FEEDBACK
  • 203. 5/8/2013 203The Seven Laws of Training 1. The Law of the Trainer 2. The Law of the Learner 3. The Law of the Language 4. The Law of The Training Session 5. The Law of the Training Process 6. The Law of the Learning Process 7. The Law of Review,Application and Evaluation
  • 204. 5/8/2013 204Some Techniques For CoachesACTIVE LISTENINGLearning through action andreflectionMove from easy to hardMicrogoalsTape delay
  • 205. 5/8/2013 205Some TechniquesFor Coaches Script writing and role-playing Relationship-repair meetings The use of positive feedback Trainer and employee shouldbe evaluated
  • 206. 5/8/2013 206You Need To BeAnEffectiveCareerCoachA GoodMentor
  • 207. 5/8/2013 207Your Action Plan:Time FrameYOUYourTeamImmediatelyNext 4 WeeksNext 4 Months
  • 208. 5/8/2013
  • 209.  Mobile: 876.383.5627 Skype: LSemaj Office: 876.942.9057 Twitter: LSemaj Email: Facebook: Leahcim Semaj Blog: