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Competency Of Coaching For Resuts Workshop Slides Chandramowly


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Competency Of Coaching For Resuts Workshop Slides Chandramowly

  1. 1. COMPETENCY OF COACHING FOR RESULTS Knowledge is Power Develop and Share
  2. 2. <ul><li>Group HR Practices/Policies </li></ul><ul><li>Managing Results (Time Management) </li></ul><ul><li>Competency Modeling </li></ul><ul><li>Goal Setting </li></ul><ul><li>Performance Management Process </li></ul><ul><li>Employee Engagement </li></ul><ul><li>Six Thinking Hats </li></ul><ul><li>Coaching Pilot </li></ul><ul><li>Emotional Intellgence ………………… </li></ul>Coaching for Results KARLE LEADESHIP DEVELOPMENT SERIES ….8
  3. 4. Today’s Coaching Approach <ul><li>Coaching experienced is controlled </li></ul><ul><li>Coach defines goals and directs learning plan </li></ul><ul><li>Coach structures the procedures and roles </li></ul><ul><li>Learner relies on extrinsic motivation </li></ul><ul><li>Reduces individual initiative </li></ul><ul><li>Shared control </li></ul><ul><li>Mutual definition of goals and plan </li></ul><ul><li>Roles and procedures evolve </li></ul><ul><li>Coach encourages learner to question, think alternatives, examine consequences </li></ul><ul><li>Increases initiative and internal motivation </li></ul><ul><li>Builds lasting learning skills </li></ul>DIRECTIVE DISCOVERY
  4. 5. ADULT LEARNING <ul><li>Learning involves changed behaviour </li></ul><ul><li>They learn more when allowed to participate in directing their own learning </li></ul><ul><li>Their opinions and questions are heard </li></ul><ul><li>They are encouraged to examine the consequences of their own ideas and the results of their actions </li></ul><ul><li>KARLE needs that type of learning for its long term growth </li></ul>RESEARCH PROVEN INSIGHTS
  5. 6. If you responded “No” to items 2,3, and 4, consider working on these specific skills before initiating a coaching activity. If you responded “No” to any of the remaining items, you may want to discuss the coaching process and its long-term benefits with an HR or training specialist. You may want someone to coach you in now to conduct coaching.
  6. 7. Dimensions of Coaching COACH GUARDIAN NETWORKER (Facilitator) COUNSELLOR Influence (Directive) Influence (Non-directive) Mentor Need (Intellectual) Need (Emotional) Mentee
  7. 8. Coach Helping Roles & Behaviours Learning Support Career Management Self-Reliance Career Counselling Sounding Board “ Bridging” Catalyst Collaborating Challenging Critical Friend Guiding Role Modelling COUNSELLOR COACH GUARDIAN NETWORKING FACILITATOR Goal-setting Protecting (Active) (Passive) (Active ) (Passive) Making casual contacts Therapy Listening Goals Mentor Behaviours Non-Mentor Behaviours
  8. 9. COACH Competencies Goal clarity Conceptualising Self-awareness (understanding self) Communicating Sense of proportion/ humour Interest in developing others Behavioural awareness (understanding others) Business/ professional savvy Committed to own learning Relationship management
  9. 10. Four competency pairs for relationship management Learn Prepare Open Be Challenged Challenge Reflect Question Teach
  10. 11. Seven Levels of Learning Dialogue <ul><li>Social </li></ul><ul><li>Technical </li></ul><ul><li>Tactical </li></ul><ul><li>Strategic </li></ul><ul><li>Self-insight </li></ul><ul><li>Behavioural change </li></ul><ul><li>Integrative </li></ul>
  11. 12. Senior Manager Chooses High Potential, A”, From Another Functional Area For One On One Development Coaching Overview of Coaching Roles Completes Development Profile Using Karle Competencies. To Build On Towering Strengths or Address Crippling Weaknesses High Potential Works With HR and Senior Management Coach With Goal Of Eventual Move Into Band 1 A’s HR A A A A A A A A A Level I Level II Level III
  12. 13. Factors Critical to Success of Coaching Pilot <ul><li>Development of an open and trusting relationship between coach and coachee </li></ul><ul><li>Good coaching skills </li></ul><ul><li>Adequate time & commitment of coach and coachee </li></ul><ul><li>Coaches have choice in selection of coachee </li></ul><ul><li>Orientation program for both coaches and coachees </li></ul><ul><li>Specific, actionable feedback and advice </li></ul><ul><li>Support structure to encourage follow through and address issues </li></ul><ul><li>Flexibility in structuring roles and responsibilities </li></ul>
  13. 14. Structure of a Coaching Meeting <ul><li>Review development goals and strategies </li></ul><ul><li>Discuss progress </li></ul><ul><li>Serve as sounding board, offer advice on objectives, help with networking, etc. </li></ul><ul><li>Address problems/issues using GROW model </li></ul>Agenda: <ul><li>Ask questions to foster self-awareness </li></ul><ul><li>Provide feedback </li></ul><ul><li>Encourage responsibility taking </li></ul>Process: <ul><li>Bimonthly </li></ul><ul><li>1-2 hrs per session </li></ul><ul><li>Brief, informal contacts </li></ul>Time:
  14. 15. Coach’s Role In Monthly Meetings <ul><li>What Does A Senior Manager Do As A Coach? </li></ul><ul><li>Participate in Introduction to Coaching workshop </li></ul><ul><li>Understand feedback profile and development needs; </li></ul><ul><li>Discuss development options with coachee; </li></ul><ul><li>Increase coachee self-awareness by asking questions & providing feedback; </li></ul><ul><li>Prompt responsibility taking by encouraging self-critique; </li></ul><ul><li>Offer support for maintaining work/personal life balance; </li></ul><ul><li>Monitor progress on development plans </li></ul><ul><li>Confer with coachee’s manager on high potential/high performer status </li></ul><ul><li>Report on progress </li></ul>
  15. 16. Role of Coachee <ul><li>Participate in development needs assessment and planning session </li></ul><ul><li>Participate in Coachee orientation </li></ul><ul><li>Use coaching sessions as learning opportunities </li></ul><ul><li>Be willing to turn self-awareness into action for change </li></ul><ul><li>Implement development plans </li></ul><ul><li>Update manager on progress </li></ul>
  16. 17. Coaching Tools and Processes <ul><li>360  </li></ul><ul><li>PMS inputs </li></ul><ul><li>GROW model </li></ul><ul><li>New leader transition support </li></ul><ul><li>Coachee Selection Matrix </li></ul>
  18. 19. Coaching Process Initiate the Coaching Relationship Define the Structure for Coaching Discover the Needs of the Individual Observe the Individual Provide Coaching Based on Employee Needs Develop Training Curriculum Review Annual Performance & Set Goals Continue Ongoing Process
  19. 20. Leadership Competencies, the CCL Way (3 of 3) <ul><li>Leading Oneself </li></ul><ul><ul><li>Developing adaptability </li></ul></ul><ul><ul><li>Increasing self-awareness </li></ul></ul><ul><ul><li>Managing yourself </li></ul></ul><ul><ul><li>Increasing capacity to learn </li></ul></ul><ul><ul><li>Exhibiting leadership stature </li></ul></ul><ul><ul><li>Displaying drive and purpose </li></ul></ul><ul><ul><li>Developing ethics and integrity </li></ul></ul>Source: CCL website,
  20. 21. The GROW Model Goal Reality Options Will <ul><li>Agree topic for discussion </li></ul><ul><li>Agree specific objective of session </li></ul><ul><li>Set long-term aim if appropriate </li></ul><ul><li>Invite self-assessment </li></ul><ul><li>Offer specific examples of feedback </li></ul><ul><li>Avoid or check assumptions </li></ul><ul><li>Discard irrelevant history </li></ul><ul><li>Cover the full range of options </li></ul><ul><li>Invite suggestions from the coachee </li></ul><ul><li>Offer suggestions carefully </li></ul><ul><li>Ensure choices are made </li></ul><ul><li>Commit to action </li></ul><ul><li>Identify possible obstacles </li></ul><ul><li>Make steps specific and define timing </li></ul><ul><li>Agree support </li></ul>
  21. 22. Push (directive) Telling Instructing Giving advice Offering guidance Giving feedback Asking questions that raise awareness Summarising Paraphrasing Making suggestions Reflecting Listening to understand Solving someone’s problems for them Helping someone to solve their own problems Pull (non-directive)
  22. 23. What coaching is and what it isn't <ul><li>WHAT IT ISN'T </li></ul><ul><li>Telling/instructing/ teaching </li></ul><ul><li>Non-directive counselling </li></ul><ul><li>Psychological game playing </li></ul><ul><li>Imposing an external agenda </li></ul><ul><li>Line managing/assessing or being a tutor </li></ul><ul><li>WHAT IT IS </li></ul><ul><li>Accessing what the client already knows </li></ul><ul><li>helping the client to overcome limiting assumptions </li></ul><ul><li>Empowering the client </li></ul><ul><li>Developing transferable skills </li></ul><ul><li>Dialogue </li></ul><ul><li>Finding client's agenda </li></ul>
  23. 24. My ideal self – who do I want to be? My gaps – where my ideal and real self differ My learning agenda – building on strengths while reducing my gaps Practising the new behaviours, building new neural pathways Experimenting with new behaviours, thoughts and feelings Developing trusting relationships that support, help and encourage each step in the process Boyatzis Model of Intentional Change My strengths – where my ideal self and my real self overlap My real self – Who am I?
  24. 25. Benefits of Good Coaching Improve employee performance Help develop employee’s competence Help diagnose performance problems Help correct unsatisfactory performance Foster productive working relationship
  25. 26. Characteristics of Good Coach Positive Goal Oriented Supportive Focused Observant
  26. 27. Boss vs. Coach Boss <ul><li>Talks a lot </li></ul><ul><li>Tells </li></ul><ul><li>Presume </li></ul><ul><li>Seeks control </li></ul><ul><li>Orders </li></ul><ul><li>Works on </li></ul><ul><li>Assign blame </li></ul><ul><li>Keeps distant </li></ul><ul><li>Listens a lot </li></ul><ul><li>Asks </li></ul><ul><li>Explores </li></ul><ul><li>Seeks commitment </li></ul><ul><li>Challenges </li></ul><ul><li>Work with </li></ul><ul><li>Takes responsibility </li></ul><ul><li>Makes contact </li></ul>Coach
  27. 28. Elements of Good Coaching Session Establish a purpose Establish ground rules Keep focused Develop dialogue Speak clearly Discuss one specific issue
  28. 29. Communication Skills for Effective Coaching
  29. 30. Seven Communication Principles for Coaching <ul><li>Soften the ‘you’s or change the into “I” to avoid sounding pushy </li></ul><ul><ul><li>Instead of : ‘You’ll have to….’, say ‘Could you….’ Or ‘Would you be able to….’ </li></ul></ul><ul><li>Focus on the solution , not the problem </li></ul><ul><ul><li>Instead of ‘We’re out of mild….’, say ‘We will pop down the shop for some milk’. </li></ul></ul>
  30. 31. <ul><li>3. Turn can’ts into cans </li></ul><ul><ul><li>Instead of ‘We can’t do that until next week’, say ‘We’ll be able to do that next week’. </li></ul></ul><ul><li>Take responsibility – don’t lay blame </li></ul><ul><ul><li>Instead if ‘It’s not my fault’, say ‘Here’s what I can do to fox that’. </li></ul></ul>Seven Communication Principles for Coaching
  31. 32. <ul><li>Say what do you want , not what you don’t want </li></ul><ul><ul><li>Instead of ‘Don’t drive too fast’, say ‘Drive carefully’ </li></ul></ul><ul><li>Focus on the future , not the past </li></ul><ul><ul><li>Instead of “I’ve told you before not to……, say ‘From now on…….” </li></ul></ul><ul><li>Share information rather than argue or accuse </li></ul><ul><ul><li>Instead of ‘No, you’re wrong’, say ‘I see it like this….’ </li></ul></ul>Seven Communication Principles for Coaching
  32. 33. Asking Questions in Coaching Session An effective question is brief An effective question is focused An effective question is relevant An effective question is constructive
  33. 34. Exploring Questions Open Questions Open questions yield lots of information because they allow a person to explain what is most important or interesting and encourage elaboration. Probing Questions Probing questions are those that relate to the topic we want to explore further. They encourage the speaker to flesh out the details.
  34. 35. Closed vs. Open Questions When did that happen? What led up to that? Was your trip successful? What did you manage to accomplish on your trip? Did you like the candidate? In what ways do you think that candidate meets our need? Did you have a good meeting? What happened at the meeting?
  35. 36. Some Probing Questions <ul><li>Can you be more specifics? </li></ul><ul><li>Can you give me an example of that? </li></ul><ul><li>What happened then? </li></ul><ul><li>For instance? </li></ul><ul><li>How does this affect you? </li></ul><ul><li>What might cause that, do you think? </li></ul><ul><li>Can you fill me in on the details? </li></ul>
  36. 37. Five Steps of Coaching Describe performance issue a professional manner Discuss the causes of the problem Identify and write down possible solutions Develop specific action plan Conduct follow up session
  37. 38. Diagnosing Performance Problem Role Expectations Ability (skills and knowledge) Job Design Work Environment Personal/Motivational Problem Most performance problems are due to one (or more) of five factors :
  38. 39. Four Styles of Behavior Dominance Influencing Steadiness Compliance
  39. 40. Dominance <ul><li>They like to control their environment by overcoming opposition to accomplish their desired results </li></ul><ul><li>They are direct, forceful, impatient, and can be extremely demanding </li></ul><ul><li>They enjoy being in charge and getting things done </li></ul><ul><li>When they are negatively motivated, they can be defiant </li></ul><ul><li>They don’t like being told what to do </li></ul><ul><li>They are reluctant with tasks that involve dealing with lots of detail </li></ul><ul><li>They would quickly become bored with a routine task </li></ul>
  40. 41. Influencing <ul><li>They like to shape the environment by influencing or persuading others to see things their way </li></ul><ul><li>They dislike for handling complex details or working as lone rangers </li></ul><ul><li>They prefer to deal with people rather than things </li></ul><ul><li>They enjoy making a favorable impression, a good motivational environment, and viewing people and environment optimistically </li></ul><ul><li>They will chat with you about anything on their minds </li></ul><ul><li>They motivate their people and love to generate enthusiasm </li></ul><ul><li>When negatively motivated, they can be indiscriminately impulsive </li></ul>
  41. 42. Steadiness <ul><li>They like to cooperate with others to carry out a task </li></ul><ul><li>They are team player and prefer dealing with things, one thing at a time </li></ul><ul><li>They are patient, reliable, loyal and resistant to sudden changes in their environment </li></ul><ul><li>They appreciate an orderly step-by-step approach </li></ul><ul><li>They tend to perform in a consistent, predictable manner and prefer a stable, harmonious work environment </li></ul><ul><li>When they get demotivated they can become stubborn or stern, moods usually expressed in the form of passive resistance </li></ul>
  42. 43. Compliance <ul><li>They are cautious and demands quality and accuracy </li></ul><ul><li>They appreciate opportunities for thorough, careful planning </li></ul><ul><li>They are critical thinkers who are sticklers for detail </li></ul><ul><li>They prefer to spend time analyzing a situation and like the steadiness, are slow to accept sudden changes </li></ul><ul><li>They like following procedures and standards – preferably their own </li></ul><ul><li>They respond favorably to logical, well-thought-out, planned options </li></ul><ul><li>When they are negatively motivated, they become cynical or overly critical </li></ul>
  43. 44. Coaching Strategies for Dominance Dominance <ul><li>Be clear, direct, and to the point when you interact and communicate with them </li></ul><ul><li>Avoid being too personal or talking too much about non work items </li></ul><ul><li>Let them know what you expect from them. If you must direct them, provide choices that give them the opportunity to make decisions </li></ul><ul><li>Accept their need for variety and change. When possible, provide new challenges, as well as opportunities to direct the efforts of others </li></ul>
  44. 45. Coaching Strategies for Influencing Influencing <ul><li>Ask about things going on in their lives outside of work </li></ul><ul><li>Let them share with you their goals at work and elsewhere </li></ul><ul><li>Tie your objectives to their dreams and goals </li></ul><ul><li>Create democratic atmosphere and interaction with them </li></ul>
  45. 46. Coaching Strategies for Steadiness Steadiness <ul><li>Provide specific direction and offer assurances when necessary </li></ul><ul><li>When implementing change, be sure to lay out a systematic, step-by-step procedure and draw out their concerns and worries about the situation. They need to feel secure </li></ul><ul><li>Assure them that you’ve thought things through before initiating changes. Give them a plan to deal with problem when they occur </li></ul>
  46. 47. Coaching Strategies for Compliance Compliance <ul><li>Opportunities to demonstrate their expertise </li></ul><ul><li>Plenty of details </li></ul><ul><li>Enough time to prepare for meetings properly – especially if they have an item on the agenda to present </li></ul><ul><li>Situations where their systematic approach will contribute to long term success </li></ul>
  47. 48. Recommended Further Readings <ul><li>Marshal J. Cook, Effective Coaching , McGraw Hill </li></ul><ul><li>Jack Cullen and Len D’Innocenzo, Coaching to Maximize Performance , Velocity Business Publishing </li></ul>