Coaching for optimal performance


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Coaching for optimal performance

  1. 1. Coaching for Optimal 1
  2. 2. Contents 1. Characteristics of Good Coach 2. Elements of Good Coaching Session 3. Communication Skills for Effective Coaching 4. Five Steps of Coaching for Optimal Performance 5. Coaching Strategies for Different Behavioral Style If you find this presentation useful, please consider telling others about our site – 2
  3. 3. Characteristics of Good 3
  4. 4. Benefits of Good Coaching Help develop employee’s competence Help correct unsatisfactory performance Help diagnose performance problems Foster productive working relationship Improve employee 4
  5. 5. Characteristics of Good Coach Positive Supportive Goal Focused Observant 5
  6. 6. Characteristics of Good Coach • Your job is not correcting mistakes, Positive finding fault, and assessing blame • Instead, your function is achieving productivity goals by coaching your staff to peak 6
  7. 7. Characteristics of Good Coach • Your job as coach is to get workers Supportive what they need to do their job well, including tools, time, instruction, answers to questions, and protection from outside 7
  8. 8. Characteristics of Good Coach • Base your assignments on clear, Goal definable goals Oriented • Tie specific tasks to those goals • Communicate those goals to the people who actually have to do the 8
  9. 9. Characteristics of Good Coach • Effective communication is specific Focused and focused • You are far more likely to get action if that employee leaves your office focused on resolving the issue at 9
  10. 10. Characteristics of Good Coach • Being observant means more than Observant just keeping your eyes and ears open • You need to be aware of what isn’t said as well as what is. If you are paying attention, you won’t have to wait for somebody to tell you about a 10
  11. 11. Boss vs. Coach Boss Coach •• Talks a lot Talks a lot •• Listens a lot Listens a lot •• Tells Tells •• Asks Asks •• Presume Presume •• Explores Explores •• Seeks control Seeks control •• Seeks commitment Seeks commitment •• Orders Orders •• Challenges Challenges •• Works on Works on •• Work with Work with •• Assign blame Assign blame •• Takes responsibility Takes responsibility •• Keeps distant Keeps distant •• Makes contact Makes 11
  12. 12. Elements of Good Coaching 12
  13. 13. Elements of Good Coaching Session Establish Establish Keep a purpose ground focused rules Develop Speak Discuss one dialogue clearly specific 13
  14. 14. Elements of Good Coaching Session • Having a clear purpose at the Establish beginning of coaching session will a purpose enable you to conduct focused and productive 14
  15. 15. Elements of Good Coaching Session Establish • As with any meeting, you and the ground employee need to have a common rules understanding of certain factors • The most important are time and 15
  16. 16. Elements of Good Coaching Session A few guidelines to keep focused : Keep focused • Avoid making “noise” – anything that distracts from the atmosphere • Don’t look at your desktop or PDA • Don’t touch your papers • Don’t answer the 16
  17. 17. Elements of Good Coaching Session • A Don’t launch into a monolog Develop dialogue • If you’re coaching effectively, your employee should probably do most of the 17
  18. 18. Elements of Good Coaching Session • These tips will help you Speak communicate more effectively: clearly • Use the simplest, most common terms • Avoid the jargon • Be specific • Use the known to explain the 18
  19. 19. Elements of Good Coaching Session • Define the issue and limit the Discuss one discussion to something specific issue manageable • You’ll get other chances to discuss other concerns – but only if you resolve this specific concern right 19
  20. 20. Communication Skills for Effective 20
  21. 21. Seven Communication Principles for Coaching 1. Soften the ‘you’s or change the into “I” to avoid sounding pushy • Instead of : ‘You’ll have to….’, say ‘Could you….’ Or ‘Would you be able to….’ 2. Focus on the solution, not the problem solution • Instead of ‘We’re out of mild….’, say ‘We will pop down the shop for some milk’ 21
  22. 22. Seven Communication Principles for Coaching 3. Turn can’ts into cans • Instead of ‘We can’t do that until next week’, say ‘We’ll be able to do that next week’. 4. Take responsibility – don’t lay blame • Instead if ‘It’s not my fault’, say ‘Here’s what I can do to fox that’ 22
  23. 23. Seven Communication Principles for Coaching 5. Say what do you want, not what you don’t want want • Instead of ‘Don’t drive too fast’, say ‘Drive carefully’ 5. Focus on the future, not the past future • Instead of “I’ve told you before not to……, say ‘From now on…….” 5. Share information rather than argue or accuse • Instead of ‘No, you’re wrong’, say ‘I see it like this….’ 23
  24. 24. Gather Good Information with your EARs E – explore by asking questions A – affirm to show you’re listening R – reflect your understanding S – silence, listen some 24
  25. 25. To listen more effectively….. Attend physically – the right body language helps us to focus on the speaker and encourages the speaker to give us more information. Attend mentally – follow the speaker’s flow of thought, listen to understand, not evaluate; listen first, then assess Check it verbally – paraphrase, clarify, probe further, summarize your 25
  26. 26. Good Habits of Effective Listeners • Looking at the speaker in order to observe body language and pick up subtle nuances of speech • Asking questions • Giving speakers time to articulate their thoughts • Letting people finish what they are saying before giving their opinion • Remaining poised, calm, and emotionally controlled • Looking alert and interested • Responding with nods and ‘uh-uhms’ 26
  27. 27. Asking Questions in Coaching Session An effective question is brief An effective question is focused An effective question is relevant An effective question is 27
  28. 28. Asking Questions in Coaching Session • The longer the question, the An effective more likely you are to louse it up question is BRIEF • Short sentences aren’t just easier to understand, they are also easier to say. • To keep you question brief, think about two things : 1) what do you want to learn from then answer? 2) what words will best elicit this information? 28
  29. 29. Asking Questions in Coaching Session • Target a single and a particular An effective aspect of that subject per question is question FOCUSED • If you don’t, you may render any answer 29
  30. 30. Asking Questions in Coaching Session • Keep you questions on subject An effective and on target question is RELEVANT • If an answer strays off the point, tactfully 30
  31. 31. Asking Questions in Coaching Session • You need to accentuate the An effective positive in you approach to question is CONSTRUCTIVE questioning, not because it make you seem nicer, but because your questions will be more 31
  32. 32. Exploring Questions Open questions yield lots of information Open Questions because they allow a person to explain what is most important or interesting and encourage elaboration. Probing Probing questions are those that relate to the Questions topic we want to explore further. They encourage the speaker to flesh out the 32
  33. 33. 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? 33
  34. 34. Some Probing Questions • Can you be more specifics? • Can you give me an example of that? • What happened then? • For instance? • How does this affect you? • What might cause that, do you think? • Can you fill me in on the details? 34
  35. 35. Five Steps for Effective 35
  36. 36. Five Steps of Coaching Describe Discuss the Identify performance causes of and write issue a the problem down professional possible manner solutions Develop Conduct specific follow up action session 36
  37. 37. Describe Performance Issue Describe • As you describe the problem, be performance specific. Point out the acceptable levels issue a (quantity or quality) of performance and professional show the employee exactly where manner his/her output doesnt meet those levels • Refer to any available data that will help you indicate to the employee that there is a problem • Its important to open this discussion in a positive, non-threatening 37
  38. 38. Discuss the Causes of the Problem Discuss the • Remain relaxed and friendly causes of the • Gather all the information you can problem about the problem by asking open- ended questions (general questions beginning with words like "How," "What," "Who," and "When") • These questions will bring you closer to the source of the 38
  39. 39. Discuss the Causes of the Problem Discuss the • You may find it appropriate to ask some causes of the specific questions designed to clarify problem and pinpoint causes • This is a good time to listen and respond with empathy, since the employee may express concern or frustration over factors which he/she feels cannot be 39
  40. 40. Diagnosing Performance Problem Role Expectations Role Expectations Most Ability (skills and knowledge) Ability (skills and knowledge) performance problems are due to one Job Design Job Design (or more) of five factors : Work Environment Work Environment Personal/Motivational Problem Personal/Motivational 40
  41. 41. Diagnosing Performance Problem Role Role • Does the employee know what is Expectations Expectations expected? Does s/he even know there is a problem? Ability Ability • Does the employee have the requisite (skills and (skills and skills, abilities and aptitudes to perform knowledge) knowledge) the job? Has s/he received training to do the job? 41
  42. 42. Diagnosing Performance Problem Job Design Job Design • Does the employee have the necessary tools and resources to perform the job? Does the system support good performance? Work Work • Is good performance rewarded ... or Environment Environment punished? Is poor performance rewarded? Is the employee being treated fairly? Do working conditions support good performance? 42
  43. 43. Diagnosing Performance Problem Personal/ Personal/ • Does an issue or a problem exist in the Motivational Motivational employees personal life that may Problem Problem contribute to poor performance? Is the employees attitude or morale preventing the employee from successfully applying his/her skills and abilities? 43
  44. 44. Identify Possible Solutions Identify • After you have identified the likely possible causes of the performance problem, you solutions will want to decide how to correct it • The employee is closest to the problem - so ask for his/her ideas and write them down • This not only enhances the employees self-esteem, but it provides a written record of possible solutions • The employee will be more committed to solving the problem if he/she has had a say in the 44
  45. 45. Conduct Follow Up Session Conduct • Setting a date to meet again sends a follow up message to the employee that solving session the performance problem is important to you • It also tells the employee that you want to know how well he/she is handling the actions agreed upon • A follow-up meeting enables you and the employee to get together to discuss any progress or problems and plan further 45
  46. 46. Coaching Strategies for Different Behavioral 46
  47. 47. Four Styles of Behavior Dominance Steadiness Influencing 47
  48. 48. Dominance • They like to control their environment by overcoming opposition to accomplish their desired results • They are direct, forceful, impatient, and can be extremely demanding • They enjoy being in charge and getting things done • When they are negatively motivated, they can be defiant • They don’t like being told what to do • They are reluctant with tasks that involve dealing with lots of detail • They would quickly become bored with a routine 48
  49. 49. Influencing • They like to shape the environment by influencing or persuading others to see things their way • They dislike for handling complex details or working as lone rangers • They prefer to deal with people rather than things • They enjoy making a favorable impression, a good motivational environment, and viewing people and environment optimistically • They will chat with you about anything on their minds • They motivate their people and love to generate enthusiasm • When negatively motivated, they can be indiscriminately 49
  50. 50. Steadiness • They like to cooperate with others to carry out a task • They are team player and prefer dealing with things, one thing at a time • They are patient, reliable, loyal and resistant to sudden changes in their environment • They appreciate an orderly step-by-step approach • They tend to perform in a consistent, predictable manner and prefer a stable, harmonious work environment • When they get demotivated they can become stubborn or stern, moods usually expressed in the form of passive 50
  51. 51. Compliance • They are cautious and demands quality and accuracy • They appreciate opportunities for thorough, careful planning • They are critical thinkers who are sticklers for detail • They prefer to spend time analyzing a situation and like the steadiness, are slow to accept sudden changes • They like following procedures and standards – preferably their own • They respond favorably to logical, well-thought-out, planned options • When they are negatively motivated, they become cynical or overly 51
  52. 52. Coaching Strategies for Dominance • Be clear, direct, and to the point when you interact and communicate with them Dominance • Avoid being too personal or talking too much about non work items • Let them know what you expect from them. If you must direct them, provide choices that give them the opportunity to make decisions • Accept their need for variety and change. When possible, provide new challenges, as well as opportunities to direct the efforts of others
  53. 53. Coaching Strategies for Influencing • Ask about things going on in their lives outside of work Influencing • Let them share with you their goals at work and elsewhere • Tie your objectives to their dreams and goals • Create democratic atmosphere and interaction with 53
  54. 54. Coaching Strategies for Steadiness • Provide specific direction and offer assurances when necessary Steadiness • 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 • Assure them that you’ve thought things through before initiating changes. Give them a plan to deal with problem when they 54
  55. 55. Coaching Strategies for Compliance • Opportunities to demonstrate their expertise Compliance • Plenty of details • Enough time to prepare for meetings properly – especially if they have an item on the agenda to present • Situations where their systematic approach will contribute to long term 55
  56. 56. Recommended Further Readings 1. Marshal J. Cook, Effective Coaching, McGraw Hill Coaching 2. Jack Cullen and Len D’Innocenzo, Coaching to Maximize Performance, Velocity Business Publishing 56
  57. 57. End of 57