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Eaquals Training for Excellence: Coaching, Loraine Kennedy

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Malta 2017

Published in: Education
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Eaquals Training for Excellence: Coaching, Loraine Kennedy

  1. 1. 11/21/17 1 COACHING & MENTORING Loraine Kennedy Work-related coaching dilemmas (from needs analysis) 1. How to motivate teachers or staff to new ways of working 2. How to get people to appreciate the business strategy 3. How to get people interested in professional development 4. How to get people to improve their performance and work harder 5. How to get people to take on more responsibility 6. How to get teams ( or members) to work cooperatively with each other 7. How to get younger staff to take their work seriously 8. How to get people to engage and listen properly 9. How to get people to stop being so difficult 10.How to get people to see that I’m right and they are wrong! (Joke!) Course content ■ Coaching in the workplace ■ From manager to coaching manager – focus on ‘you’ and leadership ■ People ■ Core coaching skills - listening and questioning ■ Coaching model(s) ■ Coaching practice ■ Exercises, role plays, discussion, case studies This is a 2-day introductory workshop on coaching and mentoring. If you would like to continue learning about being a coaching manager after the workshop, feel free to contact me again after the conference at: info@lorainekennedy.com Coaching managers lead by example. To be an effective coaching manager, you need to understand yourself as others see you. Having your own coach helps you to deepen your own self awareness and build your emotional intelligence. Work-related coaching is focused on individuals and inter-personal relationships in the workplace. Life coaching is also important because you are working with the whole person, and their life outside work comes into the picture as well.
  2. 2. 11/21/17 2 COACHING IN THE WORKPLACE A Work Coaching Definition ■ The purpose of workplace coaching is to develop a person’s skills and knowledge so that their job performance improves, which in turn contributes to the achievement of organisational objectives. ■ It focuses on ‘potential’ and growth at work, although it may also have an impact on an individual’s private life. A coaching cycle typically lasts for a time bound period with an agreed agenda and goals. ■ For managers nowadays, coaching skills are considered to be an essential part of effective leadership for roles at all levels across an organisation. ‘Coaching is the art of facilitating the development, learning and performance of another’ The conditions for coaching ■Culture ■Connection ■Context Dimensions of Work-related Coaching ORGANISATIONAL q Vision, Mission, Values q Business context paramount q Goals reflect future strategic direction q Feedback processes MENTORING q Knowledge transfer q Greater knowledge of mentor q Tough individual challenges q Action driven and focused agenda INDIVIDUAL q Person and role q Goals linked to organisation and person q Development and growth q 360 feedback COACHING q Equal stake in diagnosis q Agenda driven by person being coached q Supportive feedback q Emergent process OPERATIONAL ROUTINE TACTICAL MANAGEMENT STRATEGIC GOALS STRATEGIC GOALS TACTICAL MANAGEMENT OPERATIONAL ROUTINE MANAGEMENT ……………………………………………………………………………….STAFF STAFF …………………………………………………………………………………………MANAGEMENT Coaching always puts the emphasis on a person’s future potential over their past performance
  3. 3. 11/21/17 3 LISTENING We can all listen well, but we can all listen better with practice High Level Listening Skills ■ Intend to really understand ■ Pay close attention ■ Defer judgement ■ Explore for meaning and feelings ■ Understand what lies behind the words - agenda, concerns, values, beliefs ■ Concentrate ■ Don’t interrupt inappropriately ■ Get inside another person’s frame of reference ■ Listen with your eyes and mind, not just your ears ■ Beware of your body language signals Paradox - in order to have influence you have to be influenced The Ladder of Inference ■ The ladder of inference is the thinking process we go through to understand information, deduce meaning and then draw conclusions in order to take action or make decisions. It is a natural, often unconscious, process we go through - and sometimes we draw the wrong conclusions! WHY, OH WHY, CAN’T WE GET PEOPLE TO DO WHAT WE WANT THEM TO DO?? J Everyone wants to feel valued and respected at work, regardless of position, role or power When asked, people will say they feel valued when they are listened to, when their ideas are sought, when they are included in decision- making So, change the focus from telling, to listening and seek people’s ideas and contribution The adult need for self direction (Malcolm Knowles) ■ Self concept - dependent to independent (intra-dependent?) ■ Experience (resource for learning) ■ Readiness to learn – involved in planning and evaluation ■ Orientation to learning (immediate application – problem resolution) ■ Internal motivation ■ Need to know
  4. 4. 11/21/17 4 You cannot force people to change People only change of their own free will But you can change yourself. Think about how you can change in order to make a better connection with other people What motivates people to try something new? ■ They enjoy the ride ■ They see the benefits ■ They see the consequences So what’s the strategy? ■ They enjoy the ride ■ They see the benefits ■ They see the consequences ■ Get them going asap! Lead the way! ■ Make the benefits clear ■ Make the consequences clear Case study - Felix ■ Felix has not lived up to your expectations. You recruited him three months ago and he was an excellent candidate in interview. You offered him the job straight away. He started out well, but since then things have gone rapidly downhill. He is not meeting his targets (objectives), and it looks like you are heading towards an unsatisfactory interim performance review. His attitude is all wrong. He’s not fitting in as we hoped he would. Clearly, we got him all wrong. He was obviously very clever at convincing us in interview that he was better than he actually is. ■ What shall we do with him? See options on next slide What would you do with Felix? – Ignore him – Sack him – Discipline him – Give him an ultimatum – Take something away from him – Talk to him – Make something clear to him – Listen to him – Bargain with him – Offer him something So, you need to listen to people, again, even more, even better, and get to the heart of the issues that are holding them back. Believe in their potential. Discover their strengths, interests and how they want to make a contribution.
  5. 5. 11/21/17 5 What causes people to underperform or to be difficult? 1. Unrealistic tasks 2. Personal competence 3. Confused expectations 4. Different perceptions 5. Professional differences 6. Hidden agendas / personal issues 7. Misuse of information Listen for what underpins a person’s difficulties or resistance QUESTIONS Using the right questions, at the right time, will provide you with deeper understanding Questions - handout ■ Open ■ Closed ■ Detail questions ■ Areas of interest ■ Blind spots ■ Leading questions ■ (Reflecting back) ■ Listen to the answers to your questions. You don’t know your next question until you’ve heard the answers! See handout for list of questions for the stages of the GROW model Johari’s window Tools and models: GROW Model of Coaching This is not a linear process. You might, e.g. start with reality (R). You might go back and forth between reality and goal setting before you get the goal right (G). But all stages are important. The objective is to set action points towards achieving the goal (W). But all options need to be explored and all obstacles removed (O). G = GOAL 1. Identify the goal a) End goal / destination / visualise it / describe it / feel it b) Performance goals (objectives & strategies) 2. Goals are IMPORTANT, MISSION-BASED, IMPACT-FOCUSED 3. If possible, let the coachee set the goal. If it’s an organisation goal, mesh it with the individual’s goal. Agreement and buy-in are essential. 4. Ensure it is within coachee’s own control, and own capabilities 5. By when do you want to achieve the goal? 6. Relate it to a value 7. Aim for stretch and challenge 8. Milestones, measures and daily actions – what does success look like? 9. Be SMART 10. Don’t worry yet at this stage about the ‘how’
  6. 6. 11/21/17 6 31 The “SMART” Test M R S A T pecific easurable chievable. Agreed elevant ime-bound R=REALITY 1. Don’t rush the reality part! 2. The Coach needs to be ‘detached’ 3. Focus on objectivity (but absolute objectivity does not exist) 4. Seek facts and descriptions, incidents, actions, obstacles, resources, people 5. Follow the coachee’s train of thought - don’t lead 6. Pick up on all the clues 7. Be mindful to opinions, judgements, prejudices, concerns, hopes, fears 8. Explore below normal level of conscious awareness. “Plumb new depths” to retrieve information 9. Stop for thinking time 10.Relate the reality to the goal O=Options 1. Explore all options 2. Gather as many options as possible 3. Now review all options equally 4. Weigh up benefits and costs, pros and cons 5. Scale, rank, prioritise 6. Focus on action over talking/thinking – e.g. what have you tried already? 7. Support 8. Decide on the best option(s), aligned to the goal 0=Obstacles ■ The other person must change for things to get better ■ The limited resources I have now are the only ones available ■ There is an external circumstance that I’m stuck with and can’t change ■ There is something about myself that I can’t change ■ I have a belief or principle that I can’t let go of SEVEN STRATEGIES TO OVERCOME OBSTACLES 1. Visualise life without the obstacle 2. Consider what worked in the past 3. Brainstorm options 4. Talk about it 5. Face it; go through it 6. Use hypothetical scenarios 7. Explore the underlying reason W=WAY FORWARD 1. Pin down the action points - act, date 2. Who else is involved? Needs to know? Will help? 3. Check on motivation/commitment level a) On a scale of 1 to 10, how important is it for you to reach this goal? b) OPUS – the test of goal achievement I. Ownership II. Passion III. Urgency IV. Significance 4. By when will you have achieved this goal? 5. When will you start? What is the first step?
  7. 7. 11/21/17 7 Summarising points ■ Problem-solving: Coaching is an excellent process for problem-solving or seeing how to overcome challenges, obstacles and resistance ■ The GROW model says start with the goal – but often you start with the problem, decide on actions points to solve the problem and then establish goals for a more effective future ■ Coaching believes the coachee has the answers to problems within themselves. You don’t need to give them the solutions, unless their ask. Support them in solving their own problems, in the way they want to solve them. ■ Goal setting lies at the heart of coaching. It is focused on the future. ■ Coaching style leadership is increasingly important nowadays compared to directing, in order to engage and empower staff to be their best. ■ But remember, a person cannot be coached if they are not willing or ready to engage with the coaching process! Good luck with practicing your coaching skills at work! If you have any questions, or need any help, please drop me a line info@lorainekennedy.com

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