Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND1Table of ContentsI - Definition of Coaching--------------------------------------------Page 1II – Developments & Its Types------------------------------------- Page 2III – What Coaching is NOT----------------------------------------- Page 3IV – Who can Coach?------------------------------------------------- Page 5V – Building a Culture of Coaching------------------------------- Page 8VI – Benefits of Coaching in the Organization----------------- Page 10VII – Coaching Managers to be Coaches------------------------ Page 11VIII – How can we help?----------------------------------------------- Page 13
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND2I - Defining what is coaching?Coaching is sometimes seen as a style offacilitation or management and isoccasionally used interchangeably withmentoring, consulting and even therapy. Coaching is essentially a conversation – a dialogue between a coach and a coachee(person being coached) – within a productive, results-oriented context. Coachinginvolves helping individuals access what they know. They may never have askedthemselves the questions, but they have the answers. A coach assists, supports andencourages individuals to find these answers. Coaching is about learning – yet a coach is not a teacher and does not necessarilyknow how to do things better than the coachee. A coach can observe patterns, setthe stage for new actions and then work with the individual to put these new, moresuccessful actions into place. Coaching involves learning. Through variouscoaching techniques, such as listening, reflecting, asking questions and providinginformation, coaches become self-correcting (they learn how to correct behaviorthemselves) and self-generating (they generate their own questions and answers). Coaching is more about asking the right questions than providing answers – A coachengages in a collaborative alliance with the individual to establish and clarify purposeand goals and to develop a plan of action to achieve these goals.Coaching is about change and transformation – about the human ability to grow, to altermaladaptive behaviors and to develop new adaptive and successful actions. As most of usknow, changing old patterns and habits can be difficult, even when we recognize that theyare disadvantaging us or holding us back. A coach observes these habits, opens up newpossibilities and supports us in the sometimes difficult process of change.
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND3II - Developments in Coaching and its TypesAs we have already noted, coaching is about learning. Coaching today, although distinctfrom teaching, draws heavily on the principles of adult learning developed in the 1950s and1960s. Some of these principles addressed by coaching include the assumptions that theself-concept of adult’s moves toward being self-directed rather than dependent on othersand that adult learning is motivated by a need to manage real life issues more effectively. Acritical role of a coach is to provide a safe, nurturing environment for the individual to growand develop his or her own strategies and solutions.Coaching is also influenced by constructivist learning theory. While an in-depth discussionof this theory is clearly outside the scope of this paper, the following aspects bear particularrelevance to coaching:The learner is always an active organism, not just responding to stimuli, but seekingthem out and engaging and grappling with them in order to make sense of the world.Knowledge is generated internally, not just from external sources.Motivation is intrinsic. Coaches cannot motivate individuals. They examine andclarify the individual’s values, purpose and vision, and collaboratively set goals that“pull” the individual towards achieving them.Types of CoachingBusiness CoachingBusiness coaching can be applied to all types of businesses. It ranges from individual andexecutive team coaching in large corporations, to coaching owners and managers of small-to medium sized businesses and other organizations. More and more businessowners/managers and organizations are hiring business coaches to help them develop,promote and grow their business, staff and themselves.Executive CoachingExecutive coaching is a collaborative, individualized relationship between an executive and acoach, the aims of which are to bring about sustained behavioral change and to transformthe quality of the executive’s working and personal life. Although executive coaching alwaysfocuses on the individual’s working life, coaching sessions frequently center on interpersonaldevelopment, personal change and transformation.Executive coaches work with individuals or teams within large organizations. Some areas ofexecutive coaching include: leadership development; interpersonal and communicationskills; career coaching to enhance personal satisfaction and career opportunities; specificskills coaching; developing talent; and executive strategic planning. Executive coaching canalso focus on building a top performing team, working with individuals to become moreeffective team players and coaching executives/managers to be coaches.
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND4III - What coaching is NOTMentoring is frequently confused with, or referred to interchangeably with coaching. Somedefinitions of mentoring might help to differentiate between the two processes. Mentoring isa natural way of passing knowledge, skills and experience to others by someone who isusually older, wiser and with a broad life experiences and specific expertise.Traditionally, mentoring was a hierarchical relationship involving a wise senior whodispensed wisdom, knowledge and advice to a grateful but essentially powerless junior.Modern mentoring relationships are based on a more mutual, equal and collaborativelearning alliance. These features also apply to the coaching relationship and there arenumerous similarities between mentoring and coaching. Some of the similarities anddifferences are listed below.Similarities DifferencesBoth require well developedinterpersonal skillsBoth require the ability to generatetrust, to support commitment and togenerate new actions through the useof listening and speaking skills.Both shorten the learning curve.Both aim for the individual to improvehis or her performance and be moreproductive.Both encourage the individual tostretch, but can provide support if theperson falters or gets out of his or herdepth.Both provide support without removingresponsibility.Both require a degree of organizationalknow-how.Both focus on learning anddevelopment to enhancecompetencies.Both stimulate personal growth todevelop new expertise.Both can function as a career guide toreview career goals and identifyvalues, vision and career strengths.Both are role models.Mentoring invents the future based onthe expertise and wisdom of another,whereas coaching is about inventing afuture based on the individual’s ownpossibilities.Mentors are recognized as experts intheir fields.Mentoring is usually more careerfocused in terms of careeradvancement.Mentors usually have experience atsenior management level, and have abroad knowledge of organizationalstructure, policies, power and culture.Mentors freely give advice and opinionsregarding strategies and policies,whereas coaching is about evokinganswers from the individual.Mentors have considerable power andinfluence to advance the individual’scareer and advocate promotion.Mentors convey and instill thestandards, norms and values of theprofession/organization. Coaching ismore about exploring and developingthe individual’s own values, vision andstandards.
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND5While there are obvious distinctions between mentoring and coaching, they share much incommon, including some of the competencies necessary for success in both disciplines.Perhaps the simplest way to define the connection between the two roles is to view coachingas a style of relationship that can be employed in mentoring. Furthermore, once the coachand individual have completed the formal coaching intervention, the coach may move to arole similar to that of a mentor. That is, the coach and individual might meet on a monthlybasis with the coach’s role to guide and support the individual on his or her journey, offeringprofessional advice and providing a trustworthy sounding board.IV – Who then, can coach?Personal qualities of a successful coachThere is no such thing as an ideal or perfect coach. Knowledge is a continuous process.We are constantly re-evaluating ourselves in terms of what we know and what we need toknow to continue our journey of self-growth. In our experience, we have found a consistentneed for follow-up seminars and workshops for individuals to continue their professionaldevelopment and advancement.
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND6Yet, not everyone can be a coach. While many coaching skills can be acquired throughtraining and practice, research and experience suggest 10 personal qualities thatcharacterize an effective, successful coach. These are:1. A capacity for self-awareness.2. An ability to inspire others.3. An ability to build relationships.4. A capacity to be flexible.5. An ability to communicate.6. An ability to be forward-looking.7. A capacity for discipline.8. An ability to manage professional boundaries.9. An ability to diagnose issues and find solutions.10. An ability to sell themselves and their services.The Manager as aCoachManagement worldwidehas undergone remarkablechanges. There has beena flattening out of middlemanagement, and theremaining managers areexpected to be multi-skilledand to have good ‘peopleskills’ and team buildingcapabilities. Managers areexpected to do more with fewer staff. Increased competition in a global economy, greaterconsumer expectations of service and demands for efficiency and effectiveness inorganizational structures require that managers continually develop their organizations andthe people within them. The interpersonal skills and emotional competencies that facilitate aproductive workplace are of the utmost importance. Managers have to understand their ownemotional make-up as well as that of others in the workplace, and they have to be able tomanage relationships and build networks.
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND7Modern managers require excellent communication skills and the ability to deal with diverseemployees, many of whom no longer respond to the traditional, hierarchical, top-downdecision-making style of leadership. Often, the best employees seek self-development, self-responsibility and accountability rather than direction and control. They want to be coachedrather than managed in the traditional style. Yet not everyone has naturally goodinterpersonal skills, and managers are rarely given any formal training in this critical area.However, such skills can be learned. Managers can learn a new supportive, collaborativeleadership style that builds trust and induces improved performance in the workplace. Theycan acquire the skills to become facilitators, people who empower and develop others in theworkplace. This is not to say that managers should be become coaches rather thanmanagers. Managers have to manage. While the role of a coach in executive coaching istypically non-directive, the manager as coach gives advice and instructions and may tell thecoachee what to do or how to do something. The coaching model most appropriate tomanagers is frequently a directive one, whereby the manager assesses the performanceerror, demonstrates the correct action and rewards the employee for the desired behavior(s).The role of a manager as coach is not limited to corrective or remedial coaching forperformance deficits. Coaching is about performance enhancement and so the manager’srole also involves guiding, encouraging and enhancing top performers, as well as careercoaching at all levels in the organization. Regardless of whether coaching is directive or non-directive, it offers managers a new way of relating. It entails a new process of managing thatallows for their own personal growth and development, as well as the skill enhancement anddevelopment of their employees. Through becoming a coach, a manager can learn newstyles of managing and communicating and will be engaged in a personal process ofcontinuous learning.As a coach, a manager will be able to recognize when a coaching opportunity arises.Coaching is a conversation, a way of relating. Coaching can occur in formal settings, wherethe manager and staff sit together for an hour or so in weekly sessions and work together ongoals and action plans for development. It can also occur in regular team coachingsessions. Coaching can also be informal and occur on the spot whenever a manager seesthe need, or indeed creates the opportunity for a coaching moment. A manager should 1)Observe the situation, 2) Analyze and hypothesize about possible causes of a particularbehavior, 3) Give feedback to the person by choosing an appropriate response such as, 4)Rewarding and enhancing a skill or, 5) Problem solving to build new skills. Managers ascoaches can occur at various levels in the organization – senior managers may be requiredto coach middle managers who in turn, may be required to coach junior managers who inturn, can be required to coach individual employees. Coaching within organizations canoccur in the absence of a manager. As more and more workplaces turn in to self-managingteams, peer coaching or peer support is also becoming more critical. In this situation, peersobserve, provide feedback and coach each other. Regardless of the level at which coachingoccurs, it should be work-based, work-related and performance oriented.
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND8V – How to bring about a Culture of CoachingWhile managers can be ‘coached’ to become coaches and adopt a coaching model, such aprocess cannot succeed within a vacuum. There must be a culture of coaching to supportthe initiative. There is a need for commitment to coaching at all levels in the organization.Unless there are individuals who will value, embrace, support and provide the resources forcoaching, the interventions are unlikely to succeed or to permeate the organization.Coaching is not an isolated phenomenon, but a viable, effective management performanceimprovement technique that can complement and enhance other improvement programssuch as career planning, performance management and giving performance feedback.
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND9Organizational Alignment is the KeyThe role of the coach may be to enlist support and enthusiasm for coaching within anorganization. Whether undertaking individual executive coaching, team coaching orcoaching managers to be coaches, the process of organizational alignment is a goodpredictor of the success of the coaching assignment. This process follows the followingsteps:1. Step One involves a meeting, or several meetings, with the person who initiated thecontact regarding coaching. During these meetings, the coach gathers as muchinformation as possible the organization, the potential coaches, the fit of coachingwithin the culture, and the resources that are available to support the initiative.2. Step Two involves a two hour introductory seminar or workshop on coaching. This isusually attended by senior managers, line managers, supervisors, human resourcespersonnel and potential coaches. The workshop covers such things as; What iscoaching? The history of coaching. The differences between coaching, training andcounseling, How coaching will benefit the organization. Who will be coached andtypical coaching scenarios.3. Step Three generally takes place in a group setting over a period of two to fourhours. Essentially, organizational alignment involves ensuring that all those who willbe affected by the coaching intervention are informed and are in agreement with thegoals of coaching, and the specific rewards and benefits of coaching to theorganization. Any possible obstacles to the success of the coaching program arefreely discussed, and an opportunity to brainstorm solutions is provided. Finally,methods and procedures for review and refinement of the program are addressed.
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND10VI – Benefits of Coaching in the OrganizationWhen managers adopt a coaching profile the organization benefits in numerous ways.Some general organizational benefits include:Employees’ commitments to the vision and goals of the organization are clarified andenhanced.Commitment to training, learning and development is increased.Turnover is decreased because individuals feel ownership and investment in theorganization’s success.Self-awareness is increased, and interpersonal skills are valued and developed.Workplace communication is improved and a friendlier more trusting environment iscreated.Employees become more self-directed, less dependent and more accountable.New skills are learned and practiced, and ongoing feedback is available to supportnew behaviors – this results in better skilled, more productive employees andmeasurable gains in output.Cooperation is increased, there is less competition and shared work objectives areaccomplished.Employee conflict is reduced, which results in more attention to work issues.Staff are more motivated and enthusiastic and generate improved customer relations.There is a greater utilization of human resources to address individual and teamperformance challenges.The benefits of managers adopting a coaching profile are obvious. However, it is critical thatthe coach is aware of the potential obstacles to establishing a coaching program formanagers to be coaches.One of the major drawbacks is the lack of resources and support. Sponsorship andcommitment at all levels of the organization is crucial if coaching is to be anything else otherthan a change of name in management practices. Some organizations may feel tooconservative, and not receptive to the new ideas and changes that coaching encompasses.
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND11Finally, while most organizations recognize the need for excellence in technical skills, theneed for personal development of staff can be a low priority.While most managers recognize the benefits of coaching and the need to change their wayof working, some fear that they may lose their power base if they adopt a coaching style.Egos can become invested in our roles, especially the trappings of authority. Coaching is acollaborative and more democratic relationship than the traditional ‘command, control andcoercion’ model of management. If issues of control and a reluctance to renounce ahierarchical style are paramount, a manager may require individual coaching to gain insightinto, and develop strategies to overcome these obstacles to self-development as a coach.Some managers fear that they do not have the requisite skills for successful coaching andwill not know what to do and will fail. Such lack of confidence can manifest as a reluctanceto confront staff and a fear of offending employees on whom they obviously depend. Theseinsecurities are more easily overcome than some of the organizational blockages mentionedearlier. As managers acquire coaching skills such as goal setting, developing action plans,dealing with difficult employees and managing conflict, many of these anxieties disappear.However, the issue of managers being resistant to coaching because they areuncomfortable with their skills highlights the importance of having trained, competentcoaches, either in-house or externally, to train and coach managers and others in theorganization to be coaches.Some managers insist that they do not have the time to coach and develop their staff. Partof the coach’s role is to present the benefits of coaching in such a way that it becomesrecognized and positioned as an important leadership responsibility.VII – Coaching Managers to be CoachesSo, how does a manager become a coach? Ideally, each manager who wants to adopt acoaching profile should receive individual, one-on-one coaching from an experienced coach,either in-house or external to the organization. Individual coaching allows for greater self-awareness, and leads the manager to become more aware of, and more accepting of, his orher strengths and weaknesses, prejudices and preferences. Individual coaching provides aprivate, confidential environment for these issues to be discussed freely and honestly.However, individual coaching for managers is not always a viable proposition. Particularly inlarge organizations, it can be costly and time-consuming compared to group coaching. Mostcoaching tends to be done in a group workshop setting, usually on a weekly basis forapproximately two hours over a period of eight to twelve weeks. Again, this time schedule isthe ideal, but can be adapted according to the circumstances of the organization and cantherefore be changed to an intensive three or four day period.
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND12A workshop outline might be:Training Objective: To have participants competent to act as coaches and facilitate thedevelopment, learning and performance of individuals and teamsPurpose: To provide the foundation for managers to develop their own abilitiesas coaches.To help managers understand what coaching is and how it can offernew possibilities for more effective interactions in the workplace.To help managers understand the practical value of coaching as aperformance enhancement technique.To help managers develop self-awareness and recognize their ownstrengths and weaknesses ads a manager and a leader.To help managers to develop an understanding of the process ofcoaching as well as coaching skills and techniques.Who Attends: Senior managers, middle managers, human resource personnel, linemanagers and supervisors. The workshop should cater for betweensix and twelve, with two facilitators for the higher numbers.SummaryCoaching is recognized as an essential management and leadership skill. Theprocess benefits not only the individual who is being coached, but also theorganization of which he or she is a member. The key to success is the commitmentof the organization to the coaching process. Providing the support and commitmentof the organization as a whole is there then any other barriers to the success of theinitiative can be overcome.ALAN BARKERManaging DirectorBarker Hoffmann Consulting Ltd
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND13Since 1969 Barker HoffmannConsulting had coached andproduced successful managers,leaders and coaches on variousindustries across several countriesaround the world. Its rich and deepexperience on the subject matter ofcoaching produces one of the mosteffective, practical and resultsoriented program in the market today.To ensure quality and consistency in the delivery of our Coaching Program Initiative to anyclients with whom we had engagement we have established a process to follow that hasbeen proven effective in creating a culture of coaching within the client’s organization.
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND14In the area of Competency Management, BarkerHoffmann offers services on the development ofthe following:Full-Range Competency ModelsJob Family Target ProfilesCompetency Assessment Instruments(Paper-based and Software-based)MS Access™ Competency Bench-StrengthTracking DatabaseCompetency-Based HR Tools for thefollowing Strategic HR Areas:o Recruitment & Selectiono Training & Developmento Performance Managemento Career Management & SuccessionPlanningo Talent Managemento Compensation & BenefitsBarker Hoffmann is a United Kingdom basedmulti-faceted consultancy with its head officein London. It operates in Europe, the USA,Africa the Middle East and the Asia-Pacificregion through regional offices.Our Consulting Practice Our ServicesThe Asia-Pacific regional office is located inManila, Philippines and it has associatedoffices in Sydney & Brisbane (Australia),Wellington and Auckland (New Zealand),Honolulu (Hawaii), Davao (Philippines) Bangkok(Thailand) Kuala Lumpur (Malaysia), Jakarta,Bangalore, Addis Ababa (Ethiopia) andKhartoum (Sudan). At present, the region hasabout 60 consultants serving the regionaloffices.Barker Hoffmann is a multi-facetedmanagement consultancy operating in theprivate and public sectors covering such areasas: Creating a Coaching Culture for Organizations Strategic Planning Strategic Management Implementation Organizational Development Organizational Analysis and Restructuring (Reengineering) Performance Management Systems Educational and Instructional Systems Talent Management Systems Competency-Based Human ResourceManagementOur partial list of Client SuccessesProctor & GambleCitibankToyotaJohnson & JohnsonPetronasPLDTJollibee Foods CorpMetrobankPhilips Brunei GovernmentOur Services
Distributed by Barker Hoffmann Consulting Ltd, Albert Buildings, 49 Queen Victoria Street, London EC4N 4SA ENGLAND157C Tuscan Building, 114 V A Rufino St.Makati City, 1226PhilippinesHead Office+644 386 email@example.comContact UsAlbert Buildings, 49 Queen Victoria StreetLondon, EC4N 4SAUnited KingdomJILL MONTELLANODirector, International Accounts+44 02 07 248 firstname.lastname@example.orgSouth East Asia Regional OfficeRYAN CRUZ | MARY ANN LEMANAAssociate Consultants+63 2 856 6468 | +63 2 8567346MICHAEL KNIGHTDirectorMobile: (0922) 8171461 | (0906) 4615145Australia & New Zealand11/9 Arawa Road,Hataitai, WellingtonNew Zealand