Turn to achievement with coaching
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Turn to achievement with coaching

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"Power of coaching for people and organization development"

"Power of coaching for people and organization development"

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  • 1. Turn to with Programwww.humanikaconsulting.com
  • 2. OR AN EMPLOYEE WITH THE “RIGHT”COMPETENCE, CAPABILITY ATTITUDE ? “RIGHT” FOR TODAY OR TOMORROW ? ORTODAY AND TOMORROW ?
  • 3. is ... everything you do to Release aspirations ProduceBuild Capacity extraordinary results Amid change, complexity, competition Robert Hargrove. Masterful Coaching Field book ©2000
  • 4. B Having aA Desire for a positive positive impactoutcome with an individual
  • 5. Coaching is about expandingpeople’s capacity to create thedesired future. It is NOT TELLINGPEOPLE WHAT TO DO, but ASKINGTHEM to examine the thinkingbehind what they’re doing so it isconsistent with their goals.Coaching is about giving peoplethe gift of your presence, askingquestions, listening. Robert Hargrove. Masterful Coaching Field book ©2000 p52
  • 6. • A way to facilitate learning• A mutual endeavor; not done to someone• Helps coachees gain clarity about themselves and the challenges they face• Assists coachees to expand options and make choices among them• Supports coachees to develop themselves and reach their goals
  • 7. Status CE Strategy Business Objectives Impact Ready, Willing and Able System A Coaching SCx SCx Status ECx Strategy S Business ObjectivesCx S Impact MCx Priorities and Practices ECx CxO N Coaching T Assessment Ready, Willing and Able
  • 8. • Self-Management• Alignment• Engagement• System Evolution
  • 9. TYPES OF CAUSES: Absence of or insufficient C Skill/Knowledge Motivation Incentives or improper Environmental L incentives support A S S Training Additional or Process, output or outcome Simplify work E fewer feedback or evaluation S responsibilities O F Job aids Role or goal Reward Change process S clarification O L Modeling Motivational Praise Improve U T feedback tools/equipment I O Documentation Values clarification Punishment Change policy N S Coaching Coaching Contingency management Change work conditions Mentoring Task variation Removal of reinforcement Replace performerSource: Adapted from Lazar (1991)
  • 10. • Individual performer• Department/Unit/Program• Organization-wideSource: Adapted from Bergquist (2004)
  • 11. If Role is Then Coaching can be used to Supervisor • Increase self-awareness, self-management & others-related awareness S/K • Develop interpersonal & communications S/K • Sustain learning of technical and functional S/K. Managers Above plus • Development of effective management practices. Directors; Above plus Project Mgrs. • Effective project management practices. C-level; Vice Above plus Presidents; • Increase ability to manage and lead change General • Shift old habits—then develop new habits & S/K Managers • Provide reflection and thought partnership.Source: Lazar (2006c)
  • 12. Include & move beyond one on one coaching: – Group coaching – Team coaching – Peer coaching – Shadow coaching – Cross-supervisory coaching – Coaching culture
  • 13. Coaching to support: – Training & education – Onboarding & orientation – Expatriation & repatriation – Promotional transitions – Job changes – Leadership changes – Health and work-life balance concerns
  • 14. Active BuildingPromoting Creating the Providing questioning Trust positive right feedback and and outcomes environment listening rapport
  • 15. OwnershipIncreased Clarity and Increased and positivemotivation direction Productivity Responsibility outcomes
  • 16. COACHING LEADERSCOACH WHOM FOR WHAT ?HOW TO COACHWHAT DOES IT TAKE TO BE A COACHTHE COACHING PROCESS
  • 17. “Your work is some of the best Ive seen on thecontexts of leadership, and youve made a real contribution to our collective thinking about the subject.” -co-author of The Leadership Challenge and Encouraging the Heart and chairman emeritus of tompeters!company
  • 18. • Time• Energy• Knowledge and Skills• Influence on Information Flow• Access to Influence on Decision-Making• Credibility
  • 19. DRIVER FEATUREMANAGEMENT LEADERSHIP EFFECTIVENESSQUALITY POWER CHART THE UNKNOWN POLICY DIRECTING SHOW THE WAY MANAGING DETAILED PROCESS MANAGEMENT SUPERVISING PROCESS PEOPLE MANAGING DETAILPROCESS DOINGQUALITY MANAGING SELF EFFICIENCY INDIVIDUAL EXCELLENCE IS RELEVANT TO ALL LEVELS
  • 20. BUSINESS ENVIRONMENT ORGANIZATIONALORGANIZATIONAL STRATEGY ENTERPRISE CULTURE PERFORMANCE BUILDING EFFECTIVE LEADERS
  • 21. • DIRECTORS AND BOARD MEMBERS – Sounding board – Master coach• SENIOR MANAGEMENT – Developmental coaching• HIGH POTENTIAL EXECUTIVES – Performance coaching 26
  • 22. Leaders Benefit From Coaching …….. ? A Leader Is One Who: • Has Followers…………… • Can Ask The Right Questions…… • Can Help People Adapt & Change
  • 23. Understanding... Own StrategicWHAT YOU NEED TO MAKESTRATEGIC CHOICES? Customer Business Context Execution... Customer Visible Leadership/ Cross- Managing &HOW YOU DELIVER ResultsRESULTS? Communication Functional Developing Orientation Focus Effectiveness TalentATTRIBUTES/ VALUESUNDERPINNING THEBEHAVIOURS INTEGRITY SENSE OF EXECUTIVE SELF & TRUST URGENCY PRESENCE AWARENESS
  • 24. FOCUS OF COACHING
  • 25. – ASSESSMENT-HELP CANDIDATES UNDERSTAND THEMSELVES, THEIR MOTIVATIONS, & RELATIONSHIPS • INVENTORY of Strengths • INTERVIEW OR DIALOGUE • SYNTHESIS - through evaluation tools 360/450– CHALLENGE-DEVELOP INSIGHTS • CURRENT MINDSETS & LIMITATIONS • TO SURFACE DRIVERS & ENABLERS TO DEVELOP NEW PARADIGMS– SUPPORT- CONFIDENCE IN THOUGHT PROCESSES • TO LEARN TO BELIEVE IN THEMSELVES • TO REDUCE THE PAIN & TIME OF LEARNING • THOUGH POSITIVE REINFORCEMENT
  • 26. BEYOND A POINT PERFORMANCE HAS TO BE LEARNED, IT CANNOT BE TAUGHT
  • 27. • MENTORING: – Is the use of a senior executive or director – To oversee career progression of a junior person – Over a long period of time• COACHING: – Is working with a senior executive or external business coach – To achieve specific business solutions – In a focused, short term effort.
  • 28. MENTORING: – PROS: • Gives the junior person a sheet anchor • The regular ( but not frequent) meetings allows a better perspective • Of career paths within the organisation • Organisation learning is high – CONS: • Can become a political tool • Can degenerate if mentor uses mentee as a political “pawn” in power plays.
  • 29. COACHING: – PROS: • Helps develop solutions quickly and effectively • Provides an unbiased view of both the problem and the solution. • Brings multiple perspectives in generating an effective solution. • Prevents derailment –replacement cost high • Career development – CONS: • Relationship can become parasitic- over dependence. • Organisation learning is poor
  • 30. A FACILITATOR OF“EXPERIENTIAL” LEARNINGIT IS ABOUT SHARING NOT INSTRUCTING
  • 31. • COACH- DRIVE EXPERIENTIAL LEARNING FOR RESULTS AS APPROPRIATE• COACHEE- ABILITY & WILLINGNESS TO LEARN & CHANGE• PERSONAL CHEMISTRY- Chemistry between coach and coachee is very Important
  • 32. • COACH • COACHEE• ASSESSMENT • ASSESSMENT – FEEDBACK SUPPLIER – PROACTIVE WHEN ASSUMPTIONS ARE – FACILITATOR FOR REFLECTION & CHALLENGED THINKING – CRITICALLY EVALUATE & ACCEPT – EXPERT/MENTOR FEEDBACK – PROVIDE A PERSPECTIVE – IDENTIFY DEVELOPMENT NEEDS • CHALLENGE• CHALLENGE – INTERACTIVELY DEVELOP ACTION – DIALOGUE PARTNER PLANS – ACCOUNTANT – DETERMINE LEARNING NEEDS & TIME FRAME • SUPPORT• SUPPORT – OWNS THE SITUATION AND FINDS OWN – POSITIVE REINFORCER SOLUTIONS – ROLE MODEL – COUNSELOR – SOUNDING BOARD
  • 33. SOFT HARD• THROUGH EXPERIENTIAL LEARNING • PERSONAL SCORECARDS• FREE FORM • STRUCTURED LEARNING• DEVELOP INSIGHTS THROUGH • DEVELOP A GOAL ORIENTED & QUESTIONING RESULT DRIVEN SOLUTION DEVELOPMENTAL SKILLS SOUNDING BOARD PERFORMANCE
  • 34. FEED FORWARD- THE LEADERSHIP LEARNING ARCHITECTURE FOR MANAGING THE ENTERPRISE ORGANIZATION COMMON LEADERSHIP KNOWLEDGE FEEDBACK – RICH ENVIRONMENT HIGH PERFORMANCE TEAMS INDIVIDUAL HIGH PERFORMANCE TEAMS HIGH PERFORMANCE TEAMS ORGANIZATION ORGANIZATION VISION INDIVIDUAL INDIVIDUAL CORE VALUES BASE AND STRATEGIC OBJECTIVES INDIVIDUAL HIGH PERFORMANCE TEAMS ORGANIZATION PJ NEARY COMMON LEADERSHIP LANGUAGE AND © Ram RAMAKRISHNAN 39 EXPERIENCE BASES
  • 35. THE RATE OF INTERNAL LEARNING HAS TO BEFASTER THAN THE RATEOF EXTERNAL CHANGE
  • 36. Four Levels of Knowledge and Achievement Management
  • 37. COACHING IS NOT A CRUTCH!
  • 38. ASPIRATIONSCONTRIBUTION DEVELOPMENT PERSONAL DEVELOPMENT PLANNING COACHING AND DEVELOPMENT
  • 39. ECONOMIC SOCIAL ENVIRONMENTALPERFORMANCE PERFORMANCE PERFORMANCE SUSTAINED, PLANNED RENEWAL VALUE QUALITY OF LIFE ECO EFFICIENCY LEARNING ORGANISATION STRATEGY FOCUSED, ADAPTIVE, EFFECTIVECLASS ROOM EXPERIENTIAL MDP CONTINUOUS MENTORING COACHING IMPROVEMENT INTERNAL EXTERNAL EXPERTS EXPERTISE
  • 40. • SKILL CENTERED• PERFORMANCE DRIVEN• DEVELOPMENTAL• SOUNDING BOARD
  • 41. SKILL CENTRED IMPROVE SKILLS- BE AN EXPERT TO HELP EXECUTIVE LEARN HOW TO MANAGE “TASKS”- INVOLVES REFINING SKILLS, BEHAVIOUR, ATTITUDE IT IS A TRAINING-MENTORING INTERFACE• Deliverables Clear Cut As It• Relates To Current Job• Short Term• Easy To Agree On What’s Needed• Usually “On The Job” Or For A Specific• New Assignment
  • 42. LEARN NEW OR ADAPT EXISTING BEHAVIOURS, ATITUDES AND SKILLS TO IMPROVEPRODUCTIVITY ON THE JOBIT REPRESENTS THE MENTORING TO COACHING TRANSITION •Often The Need Is Not Recognized Early Enough •Develop Management/Directing Skills •Deliverables Less Clear Cut •Medium Term Duration •Perceived As A Threat As It Addresses Blind Spots
  • 43. •Usually forms part of a well planned succession management program•Usually requires “unlearning” behaviours that was relevant earlier•Assimilate new attitudes in “anticipation” of shift to directing hence can beperceived as being vague, analytical, personal and even threatening!
  • 44. •it involves developing a whole new set of “aptitudes”•almost always requires a change in mind set•truly free form learning•coach usually ends up as an “alter ego”•retainer works best long term 51
  • 45. • COME WITH ‘HOT SEAT’ EXPERIENCE – HAVE WORKED FOR 10+ YEARS AS PROFESSIONALS• HAVE LEARNT A STRUCTURED PROCESS TO – UNDERSTAND THE ‘CORPORATE’ NEEDS – EVALUATE A ‘COACHEES’ NEEDS – USE A ‘COHERENT’ PROCESS TO DEVELOP THE INDIVIDUAL• HAVE A PASSION FOR WORKING WITH AND THROUGH PEOPLE – HAVE ACQUIRED THE ADDITIONAL ‘SKILLS’ NEEDED TO COACH
  • 46. A Coaching conversation model thathelps to structure the conversationand get maximum participation fromyour staff.This model is called
  • 47. G.R.O.W. Coaching Conversation Model • Goal (1) set a goal and time limit for the session (2) state the goal for the issueWRAP after defining the Reality GOAL UP • Reality define current reality & desired reality & agree on any gap(s); explore reasons • Options explore alternative strategies/ courses of action for eliminating theOPTION REALITY gaps • Wrap up agree on WHAT is to be done, WHEN & by WHOM – set a date for review
  • 48. “You cannot lead, coach or teach anyone without his or her permission-even someone who reports toyou. Sure, you can use all the authoritarian, heavy-handed tactics you want to make peopleaccountable for showing up and doing certain tasks. However, it won’t make people feel responsiblefor the larger mission or be open to your teachable point of view. The idea is to inspire individualsand groups to produce extraordinary and tangible results, not to extract the results out of them. Theability to accomplish your goals depends ultimately on investing in your relationships until you havebuilt a powerful partnership that can move mountains. This means realizing your goals by helpingothers realize theirs. It means building your success by building the success of others. It meansengaging in coaching conversations in which you support one another’s growth and development,regardless of who reports to whom. Hargrove, Robert. Masterful Coaching Field book. p 164