The document discusses active listening skills, questioning techniques, and the GROW coaching model. It defines active listening as focusing attention on the speaker to improve understanding. The 4 steps of active listening are outlined. Open, closed, and probing questions are defined and their uses explained. The GROW model is introduced as a structure for coaching conversations, with the stages of Goal, Reality, Options, and Wrap-up described. Activities to practice these skills are proposed.

1. Active Listening, Questioning Skills & Coaching Conversations Mostafa Ewees (PhD) Stanford University at California Assistant Professor at German University in Cairo (GUC) EDUCATIONAL CONSULTANT

2. Coaching is about expanding people’s capacity to create the desired future. It is NOT TELLING PEOPLE WHAT TO DO, but ASKING THEM to examine the thinking behind what they’re doing so it is consistent with their goals. Coaching is about giving people the gift of your presence, asking questions, listening. Robert Hargrove. Masterful Coaching Field book ©2000 p52

3. COACHING is everything you do to Release aspirations Produce extraordinary results Build Capacity Amid change, complexity, competition Robert Hargrove. Masterful Coaching Field book ©2000

4. BUILDING BLOCKS of COACHING Active Listening Questioning Skills Coaching Conversation Model-GROW Giving & Receiving Feedback Model-S.B.I.

5. Workshop Goals To have you Understand what active listening means, and the 4 steps + 1 to practicing it Understand what open, closed and probing questions are and hone your skill at when/how to best use each type Become aware of negative listening habits and which ones you might practice consciously or unconsciously Understand the G.R.O.W. Coaching Model and practice using it in coaching conversations with each other.

6. Activities to help achieve the Goals Active Listening Challenge: HI BALANCE INITIATIVE- 5 volunteers Questioning Skill Interview: HELP! I’ve Been Robbed- 4 volunteers G.R.O.W. FISH BOWL- 1 volunteer G.R.O.W. - Paired Exercise

7. ACTIVE LISTENING

8. Active Listening Definition: Active listening is listening and responding that focuses the attention on the speaker and improves mutual understanding.

9. ACTIVE LISTENING… is one of the most important skills of an emotionally intelligent leader builds trust encourages positive problem-solving takes practice

10. Active Listening: Confirming Your Understanding Step 1 Use a confirming statement Step 2 Summarize key facts Step 3 Ask if your understanding is correct Step 4 Clarify misunderstandings (if necessary )

11. Active listening: Non- verbal Eye contact *Pause/Silence Facial expressions that indicate you are present & focused 4. Body language

12. Listening to understand We can do this by: Quietening our mind. Giving 100% of our attention. Being non-judgmental. Paraphrasing-repeat what they have said in your words to demonstrate that you have understood the discussion and you have been actively listening

13. CONFERENCE INITIATIVE CRISIS

14. CONFERENCE INITIATIVE CRISIS An innovative initiative you have never seen but are scheduled to run in 10 minutes arrived unassembled with no instructions or pictures on how to put it together. Your operations manager has the only diagram of the initiative and is back in your home country. There are no fax or scanners available at the conference site. The only way is to call the Operations Manager on conference call and as a team try to put the initiative together on his/her instructions. You have 10 minutes to complete the construction of the initiative.

15. CONFERENCE INITIATIVE CRISIS To simulate the situation, the team and operations manager will be facing in opposite directions and should not for any reason turn around Recorder 1 Role: Record questions that are asked by Team to Operations Manager Recorder 2 Role: Record questions that are asked by Operations Mgr. Observers role: write down any signals you notice that indicate listening is happening or not happening. Be specific in stating what you saw or heard When you hear the phone ring, Operations Mgr pick up on first ring and begin the phone call. Wishing you success in your challenge!

16. Thoughts/Feelings Reflection

17. Debriefing What factors were responsible for the success or failure of the task? What signs of listening or not listening did the observers record?

18. Barriers that get in the way of listening…

19. Discovering your negative listening habits Purpose: to help you gain self-awareness regarding negative listening patterns that you may have developed over the years. By being aware of them, you will be in a position to do something about them

20. The Faker All the outward signs are there: nodding, making eye contact, and giving the occasional uh huh. However, the faker isn’t concentrating on the speaker. His mind is elsewhere. Lynn, Adele. B.. The Emotional Intelligence Activity Book p.69 ©2002 HRD Press

21. The Interrupter The interrupter doesn’t allow the speaker to finish and doesn’t ask clarifying questions or seek more information from the speaker. He’s too anxious to speak his words and shows little concern for the speaker. Lynn, Adele. B.. The Emotional Intelligence Activity Book p.69 ©2002 HRD Press

22. The Intellectual or Logical Listener This person is always trying to interpret what the speaker is saying and why. He is judging the speaker’s words and trying to fit them into the logic box. He rarely asks about the underlying feeling or emotion attached to a message. Lynn, Adele. B.. The Emotional Intelligence Activity Book p.69 ©2002 HRD Press

23. The Happy Hooker The happy hooker uses the speaker’s words only as a way to get to his message. When the speaker says something, and frankly, it could be anything, the happy hooker steals the focus and then changes to this own point of view, opinion, story, or facts. Favorite hooker lines are, “Oh, that’s nothing, here’s what happened to me…” “I remember when I was…” Lynn, Adele. B.. The Emotional Intelligence Activity Book p.69 ©2002 HRD Press

24. The Rebuttal Maker This listener only listens long enough to form a rebuttal. His point is to use the speaker’s words against him. At his worst, he is argumentative and wants to prove you wrong. At the very least, the person always wants to make the speaker see the other point of view. Lynn, Adele. B.. The Emotional Intelligence Activity Book p.69 ©2002 HRD Press

25. The Advice Giver Giving advice is sometimes helpful; however, at other times, this behavior interferes with good listening, because it does not allow the speaker to fully articulate his feelings or thoughts; it doesn ’ t help the speaker solve his own problems; it prohibits venting; it could also belittle the speaker by minimizing his or her concern with a quick solution. Well-placed advice is an important function of leadership. However, advice given too quickly and at the wrong time is a turnoff to the speaker. Lynn, Adele. B.. The Emotional Intelligence Activity Book p.69 ©2002 HRD Press

26. Developing Client Relationships Core Communication Skills . Questioning Skills

27. Types of Questions Open Probing Closed

28. Open Questions Solicit more than a “ yes ” or “ no ” or other one-word response Aim to get someone to talk Are useful when you want general information Common lead-ins are what, how, and why

29. Closed Questions Solicit a “ yes ” or “ no ” or other one-word response Aim to limit talking or to control direction of conversation Are useful when you want specific information Common lead-ins are who, which, would, are, can, have, do, is, will, and may

30. Probing Questions Definition: Questions that do not introduce a new topic but allow you to probe further to find out more information. Examples include: “ Could you tell me more? ” “ Could you give me an example? ” “ Why was that? ” “ Could you expand? ”

31. The Funnel – Questioning Model

32. A helpful tool … A Coaching conversation model that helps to structure the conversation and get maximum participation from your staff. This model is called G.R.O.W.

33. G.R.O.W. Coaching Conversation Model

34. G.R.O.W. Coaching Conversation Model G oal (1) set a goal and time limit for the session (2) state the goal for the issue after defining the Reality R eality define current reality & desired reality & agree on any gap(s); explore reasons O ptions explore alternative strategies/ courses of action for eliminating the gaps W rap up agree on WHAT is to be done, WHEN & by WHOM – set a date for review

35. COACHING FISH BOWL

36. Coach/Coachee % talking __%:__%

37. COACHING EXERCISE

38. Coaching Practice #1 Coach Coaches Coaches will talk about a situation they have that needs coaching. (Challenge or from Coaching Raw Material Handout) (2) Feedback. 3 min . (1) Coach 7 min.

39. Coaching Practice #1 Debrief When you were in the role of coach what were some things you felt you did well? felt you did not do so well? What do you think you need to do to improve your coaching ability moving forward?

40. “ You cannot lead, coach or teach anyone without his or her permission-even someone who reports to you. Sure, you can use all the authoritarian, heavy-handed tactics you want to make people accountable for showing up and doing certain tasks. However, it won’t make people feel responsible for the larger mission or be open to your teachable point of view. The idea is to inspire individuals and groups to produce extraordinary and tangible results, not to extract the results out of them. The ability to accomplish your goals depends ultimately on investing in your relationships until you have built a powerful partnership that can move mountains . This means realizing your goals by helping others realize theirs. It means building your success by building the success of others. It means engaging 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