Coaching for Maximum Results


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  • Katie: We are going to go ahead and get started. Thank you for attending the BizTopix Webinar Series!
  • Katie: A few ground rules to review before we begin. Your phones will be muted; if you have a question, please use the chat functionality. The webinar will last approximately 1 hour. Following this presentation, you will receive the audio recording, powerpoint slides, handouts and worksheets.
  • Katie: The purpose of the BizTopix Webinar series is to provide a fresh perspective; in a concise format; on a relevant topic that may be of interest to you or your organization. Thank you to those of you who took the time to respond to our survey several weeks ago, as we began planning this series. For today’s topic, we’ve reviewed and incorporated over 15 streaming, online and books content offered by BizLibrary.
  • Katie: I’d like to now introduce our presenter today: Shannon Kluczny, Vice President of Client Services at BizLibrary. Shannon has been with Business Training Library for over 8 years and is integrated in the training industry. You can connect with Shannon or BizLibrary on Facebook, LinkedIn or Twitter. Shannon, I think we are ready to start. Shannon: Thank you, Katie, and good afternoon to all of you that are joining us on the audio portion and web portions of this presentation.
  • Shannon: Today we are going to talk about Coaching for Maximum Results. This topic was chosen, by you as being a big issue and area of interest for your organizations. In the audience today we have a blend of different job roles; Trainers, HR Staff, Managers, And individual contributors And I hope that you are able to take away new ideas for coaching, or gain confidence to reach out to an employee and begin coaching.
  • Shannon: In this session, we are going to talk about the definition of coaching, Skills necessary to be successful Different approaches to take Steps for preparation Ideas for execution of coaching meetings And results to be expected We’ll start by talking about what coaching is not
  • Shannon: Coaching is not yelling at someone and telling them what to do. I don’t know anyone that enjoys that.
  • Shannon: Coaching IS helping others
  • Shannon: Grow and Develop That is what its all about. And believe it or not, every one of you has been involved in a coaching session at more than one time during their lives. Let’s talk about some examples of coaching that take place every day.
  • Shannon: Think back to your childhood. Every child has learned how to eat, talk, walk. You were a recipient of coaching. Coaching from your parents, grandparents, caretakers and guardians. To those of you that are parents, are actively coaching your children.
  • Shannon: Each of you have attended school. You all had different teachers, counselors, mentors. Some may have had an impact more than others, but took pivitol roles in your growth and development.
  • Shannon: Men and women alike have experienced coaching from little-league, ballet lessons to formal sports.
  • Shannon: From personal relationships with significant others, coaching takes place. (it may not always be effective, but its there)
  • Shannon: Friends. Everyone has someone that they talk to, lean on, ask for advice.
  • Shannon: Now, how many of you have spent time with your parents teaching them how to use a cell phone, send a text message, DVD or computer? That’s coaching!
  • Shannon: Who can be a coach?
  • Shannon: The answer is ANYONE. The ability to coach is in all of us. It is a skill that can be developed, honed in on and can be excelled in. There are values that great coaches throughout history exhibit. Whatever your role, whatever your field, the following 10 values will guarantee results.
  • Shannon: Clarity — the ability to give and receive accurate communication.
  • Shannon: Supportiveness — the commitment to stand with and behind team members.
  • Shannon: Confidence building — a personal commitment to build and sustain the self-image of each team member.
  • Shannon: Mutuality — a partnership orientation where everyone wins or no one wins.
  • Shannon: Perspective — it takes a total focus on the entire business enterprise
  • Shannon: Risk — the encouragement of innovation and effort that reduces punishment for mistakes and fosters learning by doing.
  • Shannon: Patience — the ability to go beyond the short-term business focus to a view of time and performance that balances long-term gain and business imperatives.
  • Shannon: Involvement — the will to display a genuine interest in learning about individuals in order to know what incentives, concerns and actions will inspire them
  • Shannon: Confidentiality — an understanding to protect the information of all team interactions and cause a sense of trust and comfort with the individuals.
  • Shannon: Respect — a true giving and receiving of high regard to and from employees And seeing them as individuals and unique members of the team.
  • Here’s your next top 10 list Clarity Supportiveness Confidence Building Mutuality Perspective Risk Patience Involvement Confidentiality Respect If you are ever looking for competencies to work on, improve upon or master, I suggest looking at this list.
  • Shannon: So who really needs coaching? Individual contributors? Managers? High potentials? Low performers?
  • Shannon: The answer is everyone. Everyone can benefit from a coaching relationship.
  • Shannon: There was a study released by the American Management Association in Talent Management Magazine that reported statistics about the use of coaching activites as a talent development tool.   They surveyed of over 1000 organizations worldwide and reported that employee overall coaching aimed at improving performance and productivity is on the rise.  60% of North American companies report regular coaching of high potential employees.
  • Shannon: While 42% report a regular use of executive coaching. Coaching may take place within the organization itself or by using a 3 rd party.
  • Shannon: What opportunities exist for you? What lies behind the doors? There are so many different ways to approach coaching employees- beyond the obvious. Let’s scale this down to 3 main areas.
  • Shannon: Career development- a very common coaching approach Ways to recognize that someone is in need or ready for career development is if you see an employee completes tasks in minimum time, asks for additional tasks, takes on additional responsibilities, and helps others, You have an opportunity to support your employee in developing her career. You may also see that the employee is underutilized and bored.
  • Shannon: The next is Skill Development If your employee repeatedly makes errors, has a backlog of work, doesn't achieve targets and standards, or continually asks for assistance, it is likely that they need to acquire new skills, information, or experience For many managers the hardest part of getting started in this approach is to identify which behavior or activity to work on first.
  • Shannon: Lastly we have Performance improvement- If your employee is stuck in an ineffective routine, procrastinates, or lacks motivation, you then have an opportunity to improve performance through coaching.
  • Shannon: There are multiple approaches that you can take as a coach.
  • Shannon: The first is the directive approach. Directive coaching is Giving advice Teaching someone how to do something Directive coaches coach from their perspective. They have a viewpoint about employees and their performance, and they tell them what that viewpoint is. They observe employees performing and then they’re able to tell them what they think, good or bad, about how they’re doing and what they could be doing differently. At best, they really are experts in their field. They know more, and the employees benefit when they share their insights. Some directive coaches are managers or supervisors whose roles dictate that they give direction to those who work for them, and this is how they think they should coach, whether or not they always know what they're talking about. The directive coach is sharing knowledge, perspective, opinions, and observations. These are conveyed to the employee in order to be helpful, but in a purely directive mode; the coach does not solicit the employees views or ask the them to reflect on their own. The flow of knowledge is one way. The coach is the source, and the employee is the recipient. Directive coaching is a perfectly legitimate and an appropriate way to coach in some circumstances. Clearly, directive coaching can be powerful, and it has a place in human development. It is the most appropriate form of coaching when the coach is much more of an expert in the topic than the employee is.
  • Shannon: The next is approach is Non-Directive Non-Directive coaching in summary is: Asking questions Helping others to help themselves Coaches who prefer to work nondirective have often had a significant experience in their past with a nondirective coach whose approach had a profound effect on them. They hold a view of themselves as having no special right or privilege to advise others. Or, they may resist telling others based in a belief that they can never fully provide advice or instruction. This style of coaching can sometimes look as if the coach lacks the confidence to advise someone else, but the reality is usually quite the opposite. Nondirective coaches must exercise considerable self-restraint against telling their employees what to do. Thus, nondirective coaches have learned to help others by helping them to help themselves. Such coaches view themselves as managers or leaders more in the servant leadership mode. Nondirective coaches usually don't have the glamour associated with directive coaches. Nondirective coaches prefer to act as counselors and guides. If you prefer to be nondirective, you tend to ask rather than tell, and you facilitate coaching sessions by soliciting the employee's perceptions and ideas, asking probing questions, listening, and counseling by helping employees to explore issues and generate their own solutions.
  • Shannon: Programmatic coaches commit to the long-term development of the person, so they tend to think long term—where the employee needs to be in a year or two and how they are going to get there, how the person learns best, what kind of progress the person is making. For employees to prefer this style, they must have a long-term development perspective, which implies that they see themselves as developing continuously. They have a sense of their evolving possibility, and they want to be more than they are today. They also recognize that getting where they want to go will take time and commitment. Employees who prefer programmatic coaching expect to make a continuing investment in their own development—and they may be doing so outside of the coaching as well—with continuing education classes, self-directed study, and so on.
  • Shannon: Circumstantial coaching is a one time engagement, covering one specific need. Employees asking for circumstantial coaching generally know what they want. For employee and coach alike, there is a sense of short-term gratification with circumstantial coaching. The goals are easily specified, often in concrete, behavioral terms, and the payoffs are generally crisper, cleaner, and more easily achievable. Circumstantial coaches are able to read a situation quickly, helping the employee identify the needed behaviors, and providing the needed support and feedback as the employee tries out new skills. Such coaching takes place as the need arises.
  • Shannon: Specific Coaching is concentrating on Tasks Skills And behaviors Specific coaching tends to be more behavioral and, it remains bounded by the demands of the job. Specific coaching is more skill based and more tactical.
  • Shannon: The last approach type to coaching is Holistic. This addresses growth and development. Holistic coaching blurs the line between life at work and life outside work. The two are linked, in the coach's perspective, and they influence each other. The coach must have a theory about professional life as an integrated part of the employee's overall lifestyle. The employee must understand and accept the coach's philosophical position as something that has a ring of truth about it.
  • These are the different approaches to Coaching Directive Non-Directive Programmatic Circumstantial Specific Holistic What do people want?
  • Shannon: 2/3 of people prefer non directive coaching They want to resolve problems on their own They need to feel a sense of accomplishment for figuring out answers to their challenges.
  • Shannon: 83% of people want Holistic coaching Someone to focus on their growth and development Someone to take an interest in them Someone to help guide them to the future
  • Shannon: So how to we get started? Well the answer is, you can’t get started until you adequatley prepare. How can you prepare for a coaching session? Most sessions allow for preparation time, and it is highly reccomended.
  • Shannon: Preparation allows you, at minimum, to think about the Situation Choose your words carefully And have a positive attitude
  • Listening is a critical element of preparation. Just as you watch for problems, listen for signals that your help and intervention is needed. Let me give you some examples: If you hear an employee say, "I can't finish the assignment this month." They may be saying that they need help with time-management problems. If someone says, "Perhaps Ed should do this job. He's very good at it." This may be a signal that the person is lacking confidence or lacks another particular skill. If you are asked, "Would you mind if I skipped this week's staff meeting?" This request may be genuine, but it may be an indication that being at the staff meeting would create a personal conflict that they wants to avoid. If you are told, "Thanks for telling me about the job in the customer service department, but I'm not interested." Why isn't this person interested in applying for a promotion? Perhaps they feels unprepared to take on greater responsibilities. What I am trying to say is, Don't always accept statements at face value. Instead, look behind them. If your employees asked for help, would you hear them? People don't always know what kind of help they need or how to ask for it. So take the initiative by asking, "Which part of your job is giving you the most trouble?" Then listen carefully to the response. Remember that when you are talking you are not learning, so spend a minimum amount of time talking and the majority of the time listening.
  • Shannon: There are 5 stages to the coaching process. Relationship Opening Assessment Enrollment Coaching Itself We’ll dive into each of these for a definition and greater understanding. But, as you being to work with this flow, it will make more and more sense to you and at some point you won’t need to refer back to it for guidance. Instead, you will naturally move in your own particular way through the various stages. Until then, it is a proven structure to use. Each stage is distinct; however, the boundaries between stages frequently merge so its often difficult to determine when one ends and one starts. For learning purposes, though, it’s useful to keep the stages separate and speak about each of them individually. Some may feel that this is too much structure, that it will inhibit their spontaneity, slow the flow of their natural intuitive responses, or that somehow the structure will become more important than either the interaction or the outcome. By knowing the structure so well that it fades into the background, the coach has the freedom to respond in the moment, while still being confident that the desired outcomes are being addressed.
  • Shannon: Starting out with relationships. Relationship remains the beginning point of coaching and its foundation. This is the stage that more than any other, tends to be neglected, ignored, or considered to be unnecessary. Given that it’s the foundation, it can cause the most problems when it is taken for granted. The basic ingredients for the relationship are mutual trust, respect, and freedom of expression. Sometimes people believe that relationships are natural and either happen or don’t. The type of relationship necessary for coaching is not one that’s based upon “chemistry.” It’s more a matter of openness, communication, appreciation, fairness, and shared commitment. Frequently we’ll find that we are in a position to coach someone who is not the person we would choose to be a friend. This doesn’t matter in coaching people, and it is irrelevant in building a successful coaching relationship.
  • Shannon: In coaching, timing is everything. Knowing when to start will determine if you get anywhere. Since most people aren’t walking around asking for coaching, it’s the coach’s job to determine when the correct moment occurs. Coaching, like many other activities, starts before the actual beginning of the official program. Coaching starts when either the employee or the coach encounters an opening. An opening for coaching is necessary. Openings occur when our routine is disturbed—either by something breaking down, by an offer someone makes to us, or by a change in circumstance that requires a new skill. When one of these openings happen, then there is a chance for coaching. Usually it’s the coach who, recognizes these openings and steps forward with an offer. On other occasions, the employee may simply recognize a need for assistance and may ask for it without quite knowing what assistance is needed. Examples include difficult problems, complaints from customers, equipment failure, a crisis within the organization, a new possibility in sales or marketing, a promotion, or simply, the requirements of a new position.
  • Shannon: Before coaching can begin, the coach must understand a lot more about the employee than what is usually necessary in the day-to-day routine. Even though the coach may not feel completely comfortable in doing an official assessment, it’s a vital step. Because coaching involves both you and your employee, both of you need to prepare. One of the best ways of doing this is to have that person appraise their work performance. This is standard procedure for annual performance reviews. In many cases, your human resource department can provide a checklist for this purpose. That checklist should state the employee's goals and the job behaviors and functions associated with them. In self-appraisal, the employee evaluates their performance against those goals. If your human resource department doesn't provide a checklist, a few questions that you may ask your employee to address may be: - To what extent have you achieved your goals? - Which if any goals have you exceeded? - Are there particular goals with which you are currently struggling? - What is preventing your progress toward your goals?
  • Shannon: Enrollment means making crystal clear in the coaching relationship, the intended outcome. It is important to get the employee’s commitment to the outcomes, and the coach’s commitment to the same. Making assumptions in this area, leads to many mistakes and misunderstandings. Generally, enrollment mistakes include presuming a level of commitment that the employee doesn’t in fact have, acting as if no commitment is necessary from the coach, and not stating in a mutually clear way what the intended outcomes. Enrollment goes beyond simply asking, “Well, are you up for this?” It’s an active dialogue that takes into account the particulars. Openness, honesty, and commitment are all vital parts of enrollment.
  • Shannon: Part of the coach’s job is to determine the scope of the coaching project. Can it be accomplished in one conversation? Will it take a series of conversations? Is a more comprehensive program with assigned practices, milestones, and a communication structure necessary? As a coach you may have an idea about this even before you do some of the earlier stages. But, Stay open, to the fact that your initial conclusion may change, as you understand the employee and the circumstances in greater detail. Even after all the work of the earlier stages, it’s sometimes easy for a coach to slip into a more familiar role of being a teacher or a therapist, or a manager, and many times when we are under pressure, we will return to one of these roles. In fact, one of the reasons for having a structure is to help the coach stay in the role and not slip into territory that may be more comfortable, but not as immediately relevant to the task at hand.
  • Shannon: Stress that SMART performance goals help focus and guide work during the coaching sessions. SMART goals are clear, measurable, realistically challenging, accepted by the performer, and anchored to the clock or calendar. The absence of SMART goals can lead to confusion, frustration, and performance disappointment. Whether you are setting long- or short-term goals with your employee, The purpose during coaching is to persuade the employee to agree to goals that they are comfortable with – and goals that are SMART. As a coach, you should work with your employee to manage his expectations and discourage the setting of unattainable goals. It is far better to set a series of SMART goals than to have an unrealistic goal that can never be reached. Being a coach means supporting your employee, but you cannot do that effectively without a framework within which to operate. Setting SMART long- and short-term coaching goals will enable you to effectively support your employee. I’d like to take just a moment to review the smart goal structure.
  • Shannon: Specific- Great goals are well-defined and focused. The moment you focus on a goal, your goal becomes a magnet, pulling you and your resources toward it. The more focused your energies, the more power you generate
  • Shannon: Measurable- A goal without a measurable outcome is like a football game without a scoreboard or referee. Numbers are an essential part of business. Put concrete numbers in your goals to know if you’re on track.
  • Shannon: Attainable- Far too often, small businesses can set goals beyond reach. No one has ever built a billion dollar business overnight. Dream big and aim for the stars but keep one foot firmly based in reality.
  • Shannon: Relevant- Achievable business goals are based on the current conditions and realities of the business climate.
  • Shannon: Time-Based- Business goals and objectives just don’t get done when there's no time frame tied to the goal-setting process.
  • Let’s briefly touch on adult learning. There are several nuances to be aware of that will help you better understand your employees as you progress through coaching.
  • Shannon: First, adults need to see relevance in the new information to their jobs.
  • Shannon: Secondly, Adult learners are perfectionists
  • Shannon: Adults Want to master each step before they are willing to move forward to the next step
  • Shannon: Lastly, adults are Concerned about losing face in front of their coworkers
  • Shannon: So how do we address these fears, protect this learning style and capitalize on the adult learning theory? Numerous studies have been conducted which examine the link that exists between competence and confidence. In one study conducted by researchers at Pennsylvania State University , classroom instructors were found to exert influence on students' self-perceptions which affected their development of professional competencies. Researchers found that learner confidence, motivation, persistence, problem solving and group skills were "more the result of teaching practices" than the outcome of a given student's background. One of the study's findings most relevant to the workplace is that learning is often facilitated by 3 things: opportunities to work with peers frequent interaction with and feedback from the coach clear instructions and structure According to researchers, learners associated collaborative experiences with improvements in their interpersonal and group skills. Logically, the more opportunities they had to work together, the more competent and confident they became in this area.
  • Now that we have discussed the different coaching styles And how to prepare, You’re ready to start! But- there are different things that may happen during your coaching sessions that you need to be ready for! What happen if things don’t go exactly as planned? What if you get stuck? I want to go over a few tips to consider.
  • Shannon: The first may be very basic- but it’s how and when to ask the right questions. There are 3 types of questions to ask– Questions that gather information - You should start by getting information about facts and feelings by using open questions. It may be difficult to draw out information from your employee, so it is important to ask open questions. Open questions are questions that can't be answered with a simple yes or no, so they make it difficult for the employee to avoid answering. Questions that test understanding- You should ask closed questions to verify that you and the employee are on the same page and that you share an understanding of what is to be achieved. Closed questions are designed to be answered with a simple yes or no, because at this stage of the discussion, you need to know whether you've correctly interpreted the facts. Questions that motivate - Once you are confident that you have fully understood the situation, you should use leading questions to persuade the employee that he can achieve his goals and move forward. Leading questions guide the employee into agreeing to a positive course of action. Questions are an invaluable tool for the coach. Use them effectively, and you'll be able to relate to your employee and help him to achieve his goals.
  • Shannon: Sometimes people become so focused on where they want to be that they forget to look at where they are or have been. If your employees are opportunity-minded and forward-looking, sometimes they might skip over the details of past and present experiences, and rush straight to the future. In the past and present, you will find the causes of the employee’s current situation. You will find out why things have happened and be able to gather facts. Often your coaching conversations will feel as if they're going way too fast when your employee focuses on the consequences or benefits of his preferred solution. A coach's role is to balance the need to keep the employee positive and motivated, while at the same time spending time reviewing the causes of the current situation. But what do you do when you realize that your employee is looking too far to the future? The answer is to SLOW DOWN- bring them back to the past and present – to the causes of the current situation. How do you do this? You do this by asking why the employee wants to take his chosen course of action whether anyone else has tried the solution before Look for facts and examples of what has happened before By slowing the coaching conversation down will help you to elicit the information you need to help you to support the employee. As with many things in coaching, it's a balancing act. You must look at the past and present but be careful not to dwell there. You also need to be careful not to criticize your employee’s ideas or her past performance. You must support your employee and help him make the right decision. Sometimes this means taking control of the conversation, slowing things down, and learning from the past. The future will be better as a result.
  • Shannon: Coaching is about balancing the need to know about events in the past with moving on to consider solutions in the future. You need to judge if you should speed up the conversation. You can determine this from the way your employee talks: When your employee talks about how she feels and what she thinks and tries to shift blame or responsibility, it is likely that she is personalizing. When your employee returns to a particular incident or series of incidents in the past, she's dwelling. Often this will sound like the employee is making excuses. Sometimes it is necessary for your employee to focus on the past and present so that you can learn more about the situation. You have to recognize whether the employee is personalizing, dwelling, or highlighting important issues. Sometimes it will be impossible to avoid allowing your employees to blow off steam about what has happened in the past. But you should try to speed up the coaching session when possible. For Example- If your employee is personalizing, you should reassure the employee that you understand how he feels. You need to ask him what makes him feel the way he does and how he can get past his feelings and move forward. If your employee is dwelling on incidents and issues, you need to draw the employee to the more general issues and talk about what can be done to prevent them from happening again. If your employee is highlighting a key issue, you should use this as an opportunity to explore the problem – and possible solutions – further. If your employee is highlighting, your discussion has sped up, and you're back on track. Remain supportive of your employee, and avoid judging him or criticizing his performance. If you can speed up the conversation to the point at which the employee highlights issues, you're right on track. Of course, the past determines what happens in the future. But as a coach, you must ensure that your employee doesn't get stuck in the past. You should use past experience as a springboard to future success.
  • Shannon: Body language is part of every face-to-face encounter, so you might be surprised to find that most people don't consciously notice the body language of others until there's a discrepancy between the words they speak and the messages their bodies send. A good knowledge of body language will help you to identify and interpret those discrepancies – and enable you to maximize the impact of your spoken message during your coaching sessions. As a coach, you must be aware of the signals your employees send so you can understand their attitudes toward you and your words during coaching sessions. Posture – Posture refers to how your employee is sitting or standing – a pose, a stance, or a position of the body or its parts that is sustained for more than two seconds. Body orientation – Body orientation refers to how a employee positions himself in relation to other people. You can tell how he is responding to a person by analyzing the degree to which his shoulders and legs are turned toward or away from the person. Proxemics – Proxemics describes the distance your employee places between himself and others. Edward Hall, an anthropologist, identified four bodily distances: intimate, personal, social, and public. Gestures – Gestures are the most frequently observed element of body language. If assessed alone, they seldom give an accurate interpretation of someone's feelings. Body movement – The direction of your employee's body movement conveys information about how he is feeling. It also shows whether emotions are positive or negative. Facial expressions – Movements of the mouth, lips, brows, and forehead convey information about your employee's emotions. Expressions change continually during interactions, and you need to monitor them constantly. Eye contact – Eye contact is the visual connection made when one person looks into another's eyes. Looking into another person's eyes arouses strong feelings; therefore, a gaze rarely lasts for longer than three seconds. Whenever there is a conflict between the words that your employee says and the body signals and movements he exhibits, you should usually believe the body signals. Body language can reveal the outward expression of inner feelings.
  • Your relationships with your employees will be far more effective if you can connect with them. You can make a stronger connection with your employee by matching their favored communication style. It's easier to share ideas, thoughts, and feelings if you speak their language.
  • Shannon: Auditory – Auditory people prefer to think in sounds and are very aware of their internal voices. It's not unusual for them to repeat questions out loud, and they will frequently talk to themselves. When they speak to others, they are selective in what they say. Because auditory people store information as sound, it's best to present new material to them verbally. Take time to discuss the material and answer all of their questions. If people are auditory communicators, talk to them face-to-face or call them on the telephone. Keep paperwork to a minimum. Take every opportunity to use their words and repeat what they have said.
  • Shannon: Visual – Visual people represent the world in images and are conscious about how they look and present themselves. They tend to use their hands a lot, frequently using exaggerated gestures, and they can also be deliberate in their actions. In Communicating with visual people you can build greater rapport and increase the effectiveness of your communication with visual people by talking in images. By creating spoken pictures, you connect directly with their thought processes, making it easier for them to decode your message. Your message won't lose anything in the translation.
  • Shannon: Kinesthetic – Kinesthetic people base their communication on their physical sensations and emotional feelings. They get their information from their emotions, their gut instincts, what they touch, and their hunches. If you can effectively identify your employee preferred communication style and adapt your approach to suit his preferences, then you can look forward to gaining rapport and a positive coaching relationship
  • It can sometimes be difficult to get your employee to think creatively and consider what other options might be available. An employee who wants to stay within her comfort zone may be reluctant to consider all the available options. In this circumstance, brainstorming can be a useful technique. During your coaching sessions, you will have agreed on coaching goals – either long-term goals or shorter-term goals. Brainstorming enables you and the employee to make suggestions about how the employee might achieve his goals. Your initial goal should be to develop and write down as many ideas as possible, focusing on quantity, not quality. Then discuss and assess each idea with your employee and accept it or reject it. There are four strategies for effective brainstorming during a coaching session: Setting limits – You should have already defined the coaching goals for the session, so this part of the brainstorming process involves setting time limits on the brainstorming to keep your employee focused. Encouraging participation – You also need to encourage your employee to contribute. Don't be judgmental, but if necessary, press the employee to make a contribution. Documenting the session – As you talk through the ideas with your employee, you should write each one down. Evaluating all the options – At the end of the brainstorming session, evaluate the ideas generated. Make sure that all the ideas are considered. The main reason for using brainstorming in your coaching sessions is to help a reluctant employee open up to you and to new ideas. It is therefore crucial that you tightly focus the session to motivate the employee to participate. Your success at managing brainstorming in your coaching sessions will influence how many creative and innovative ideas are generated by your employees. If you get the technique right, you have a winning formula for getting your employee to think outside the box and reach his coaching goals.
  • Shannon: Coaching involves an element of risk; sometimes things work, sometimes they don’t. In a coaching relationship, those being coached have to trust that the ideas, suggestions and experiences offered are helpful. The coach, in return, assumes that people will carry out what was agreed. Trust is the basis of any coaching activity. As a coach you are trusted if: people understand why you are doing things you are true to your word and honest with yourself and others you have people’s best interests at heart you know what you are doing your methods work and you’re successful you trust people to be wrong In the action stage trust is particularly important, especially when learning new skills or going outside one’s comfort zones. Ways to develop trust: Be yourself and share your experiences Show that you are open to ideas from those around you and prepared to give them a try Don’t pre-judge people or situations Tell people how you feel Keep to your word; if you say you’re going to do something, then do it Share relevant information when it’s needed
  • Shannon: As a coach, you are not only responsible for helping your employee to decide what to do, but you also have to motivate and encourage her to do it. At the end of any coaching session, you have to wrap up in a way that encourages your employee to follow up on the agreed objectives and actions. Sometimes the employee may not actually want to do what she has resolved to do, so you need to work on this part of the process. There are four steps to accomplishing this: Getting a commitment to action Although the employee has evaluated the options available and decided what to do, you must gain her commitment to act. This means exploring with the employee what will be gained from taking the action forward and using this as a mechanism for motivating the employee to get something done. Identifying possible obstacles When you are wrapping up the coaching session, you and the employee must be realistic about the consequences of the decision that has been made. You should review the cons of the option and get the employee to think about them in terms of challenges to be met. Planning detailed actions within a timeframe You and your employee can plan follow-up actions in a number of ways. Your employee may want to create a detailed project plan or identify a series of brief interim milestones. Whatever you do, you must ensure that you have a timetable to use as a measurement. Agreeing what support will be given This may involve discussing long- and short-term coaching support, as well as the more practical support you may be able to offer, such as resources. When wrapping up a coaching session, do not throw away all the excellent work already accomplished. Do not rush the ending of the session or try to dictate to the employee what must be done. Even if you want to quickly finish the session, you must take time to follow the steps to ensure that the employee is motivated. If you can wrap up your coaching sessions effectively, your employees will leave feeling positive and motivated about the actions that they will take. Not only does this mean that they achieve today's goal, it also means that they will be motivated to take on the next challenge.
  • Shannon: As a coach, it is essential to make decisions about the amount of ongoing support your employee needs. Praise sessions Are is a really effective way of providing ongoing support to your employee. These are usually brief, informal coaching sessions in which the coach focuses on providing the employee with motivational support . Check-up sessions You might want to check up on your employee to make sure actions are being completed. These informal sessions, which last between five and ten minutes, are held regularly. The purpose of these sessions is to check the progress of the employee's actions against the agreed-upon action plan. Mentoring sessions As a coach, you may find that you have to cross the line and become a mentor. These are one-on-one formal sessions that may vary in length. During these sessions, the coach takes a hands-on role, working with the employee to develop a particular skill or complete a specific task. Long-term coaching plans Often you will find yourself in a position in which you need to support your employee on a long-term basis. Long-term coaching plans often comprise a number of formal coaching sessions over a fixed period. Meetings usually last between 20 minutes and one hour and form part of the coach's commitment to the employee to support her in attaining a number of complex goals. Sometimes the decision about what type of support to offer is made for you because your employee will ask you to give ongoing guidance in a particular way. In other cases, you must make a judgment based on the situation.
  • Shannon: Observation is a key coaching skill. Many of us watch, but how many actually see what’s happening? Observation is very powerful, especially when it brings to people’s notice behavior that is not normally commented upon. As a coach you need to be able to: Spot what’s happening and what’s not Work out specifically what people are doing and how/why they do it Provide Feedback in a way that is both constructive and helpful What to do When observing: take in the overall picture; standing back may help, as will seeing it from different viewpoints; literally move around look out for sequences in which people do things, or for patterns of behavior pay attention to any non-verbal cues while you’re talking to people or watching them carry out a job and look to see if any patterns of behaviors emerge The greater the change, the more closely you need to monitor, particularly in the early stages. If you can't observe them at work, use one of their colleagues and, if observation can't be used at all, hold regular debriefs.
  • Shannon: Use rewards generously. Remember, what gets rewarded gets repeated. Rewards run a spectrum from promotions, raises or bonuses to a day off, bowling or lunch, to complimenting him or giving him a sticker of merit or a humorous "award." They don't have to be monetary. Praise can be one of the most important of all rewards when properly used. Here are five keys to making praise a valuable reward for good performance. Praise only when it is truly deserved , not to pump up an employee. Overpraising, or praising a ridiculous action, has a ring of insincerity that fools no one. Criticize in private, compliment in public. When employees make a mistake, they should never be admonished publicly. Praise anytime, anywhere. Don't assume that people would be embarrassed with praise . Be sensitive to their personalities and choose the time and place with that in mind. Recognition and praise are a way to honor them. Avoid praising one individual or group in hopes of boosting performance in another . This kind of manipulation is easily spotted. Competition doesn't motivate everybody. You don't have to wait for major accomplishments to offer praise . Rewarding small achievements with praise is a great way to shape behavior.
  • Shannon: So why do we want to do all of this? Why are we talking about coaching? What are the benefits of coaching others in the workplace? What do we want to accomplish? What results do we want to see?
  • Shannon: Starting out with contribution. You’re going to see greater contribution overall. Employees will be focused on individual targets, Team goals And overall objectives in the organization. They begin to work smarter, not harder and contribute at an overall higher level than those that don’t receive coaching.
  • Shannon: Employees will become more self-directed. They will require less supervision Understand daily tasks and objectives more clearly, They will Tend to take on additional responsibility And are able to more effectively manage their days.
  • Shannon: Increased Skill levels will occur Employees that are involved in coaching tend to seek additional opportinities to learn and advance their skill development.
  • Shannon: More loyalty will be seen throughout the organization- especially between internal and external customers. As a result, you will find that employees will be more engaged, Pleasant to work with And motivated.
  • Shannon: With coaching, fewer problems will occur. Employees will have higher skill levels and loyalty that allow them to seek resolution to challenges and Solve problems more quickly and effectively.
  • Shannon: More trust and rapport will exist with coaching relationships. Spending time with one on one with employees will also Increase credibility, Give greater insight to motivators and Give managers more visibility to employees.
  • Shannon: Ultimately, less turnover will occur within the organization. Turnover also has a significant impact on us personally and on the financials of a company. According to the Saratoga Institute, the average cost of turnover is two times a person’s annual salary. What could you do with that budget?
  • Shannon: And lastly, just remember, No one said coaching was easy. Coaching is a process, and most importantly a journey. Today we have covered a lot of information, that hopefully you were able to learn from and take back into your organizations to apply to future coaching session.
  • Shannon: In review- 1 - We talked about the different types of coaching that occurs 2 - The top 10 skills that are needed for successful coaching sessions 3 - The different approaches that can be taken based on the scenario and need 4 - We spent a considerable amount of time on different activities and things to consider for the preparation of a coaching session 5 - We also talked about execution, from dealing with adult learning quirks, communication styles, and how to move through stumbling blocks 6 – And finally, the results you can expect from coaching in the workplace Remember, ANYONE can be a coach; and EVERYONE can be coached.
  • Katie: Thank you, Shannon for a great webinar! And thank you all for attending. As a reminder, a recording of this presentation will be sent to you, along with the PowerPoint, worksheets and handouts. Included will also be a list of online courses, books and materials used for this presentation. Lastly, our next BizTopix Webinar will cover Leadership Essentials. It will take place on Wednesday, February 23 rd at 1:00 Central. Look for emails and notification in several weeks.
  • Coaching for Maximum Results

    1. 2. Webinar Ground Rules Follow-Up Expectations
    2. 3. Fresh Relevant Concise
    3. 4. Shannon Kluczny BizLibrary Vice President employee Services
    4. 5. Coaching for results maximum
    5. 6. Definitions Skills Needed Approaches Preparation Execution Results
    6. 8. Helping others
    7. 9. Grow & Develop
    8. 16. who can be a coach?
    9. 17. ANYONE
    10. 18. clarity
    11. 19. Supportiveness
    12. 20. Confidence building
    13. 21. Mutuality
    14. 22. Perspective
    15. 24. Patience
    16. 25. Involvement
    17. 26. Confidentiality
    18. 27. Respect
    19. 29. who needs coaching?
    20. 30. EVERYONE
    21. 31. 60% High-potential Coaching
    22. 32. 42% Executive Coaching
    23. 33. What opportunities exist?
    24. 35. Skill Development
    25. 36. Performance Improvement
    26. 37. Approach
    27. 38. <ul><li>Slide Text </li></ul>Host Introduction Directive
    28. 39. Non-Directive
    29. 40. Programmatic
    30. 41. Circumstantial
    31. 42. Specific
    32. 43. Holistic
    33. 45. 2/3 of people prefer non-directive
    34. 46. 83% of people want Holistic
    35. 47. Preparation
    36. 48. Situation. Words. Attitude.
    37. 49. Listen
    38. 51. <ul><li>Slide Text </li></ul>Host Introduction Relationships
    39. 52. <ul><li>Slide Text </li></ul>Host Introduction Opening
    40. 53. <ul><li>Slide Text </li></ul>Host Introduction Assessment
    41. 54. <ul><li>Slide Text </li></ul>Host Introduction Enrollment
    42. 55. <ul><li>Slide Text </li></ul>Host Introduction Coaching Itself
    43. 57. <ul><li>Slide Text </li></ul>Host Introduction Specific
    44. 58. <ul><li>Slide Text </li></ul>Host Introduction Measurable
    45. 59. <ul><li>Slide Text </li></ul>Host Introduction Attainable
    46. 60. <ul><li>Slide Text </li></ul>Host Introduction Relevant
    47. 61. <ul><li>Slide Text </li></ul>Host Introduction Timely
    48. 62. <ul><li>Adult learners </li></ul>Host Introduction Adult Learning
    49. 63. <ul><li>Adult learners </li></ul>Host Introduction relevant
    50. 64. <ul><li>Adult learners </li></ul>Host Introduction Perfectionist
    51. 65. <ul><li>Adult learners </li></ul>Host Introduction Master each SKILL
    52. 66. Lose Credibility
    53. 73. Communication
    54. 80. <ul><li>Ongoing support </li></ul>Host Introduction
    55. 81. <ul><li>Slide Text </li></ul>Host Introduction Watch…
    56. 82. <ul><li>Slide Text </li></ul>Host Introduction
    57. 83. What are the benefits?
    58. 84. contribution
    59. 85. Self-Directed
    60. 86. SKILLS
    61. 87. Loyalty
    62. 88. Fewer Problems
    63. 89. Trust
    64. 90. Less Turnover
    65. 92. <ul><li>review </li></ul>Host Introduction Definitions Skills Needed Approaches Preparation Execution Results