The document outlines a proposed two-day developmental coaching program for managers. The program aims to teach managers coaching skills to develop their employees. It will be led by an experienced consultant and use interactive methods like role plays. The program will define coaching, teach coaching competencies, and provide templates for coaching conversations. Participants will then get to experience coaching through follow-up sessions to reinforce the skills learned. The goal is to help managers strengthen their teams through developing employees.

1. “Developmental-Coaching”
A Program
For Managers Who Aspire to Be Leaders
Table of Contents
1. Background information 2
2. What is developmental-coaching 2
3. Who is going to conduct the program 3
4. What is the methodology of the program 3
5. What are the details of the program 4
“He taught me to teach myself,
which is the greatest thing a
teacher can do.” Isaac Stern-
famous violinist
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2. Background
One thing is very clear; with yesterday’s skill-set employees cannot solve today’s
organizational challenges. Therefore, in today’s highly competitive business environment, for
a company which aspires to grow, developing people is not a matter of choice but a necessity.
The high performers, generally a small percentage, will perform well with minimum inputs;
because these individuals are self driven. The middle majority which is the back-bone of an
organization/team has to be consciously developed. In the long run the high performers
cannot sustain on a growth path without new inputs. Once an employee realizes that he is not
growing or learning, and his immediate manager cannot support his aspirations he
contemplates leaving the organization.
While there are several options available to skill the employees such as: training, mentoring,
stretch assignments, executive coaching etc; the intervention which delivers the highest and
most sustainable success is developmental-coaching. The immediate manager plays key role
in orchestrating developmental-coaching for the employee.
What is developmental-coaching
Development-coaching is a management tool, a powerful leadership skill, in the hands of the
managers which promotes self-directed learning in the employees. It is an essential
competency for anyone who manages a team. Like any skill it is learnt; and a manager has to
acquire a bundle of competencies to be able to offer development-coaching to his team-
mates. In this model, the manager is the coach and the employee is the learner.
The primary objective of developmental-coaching is to achieve business results by developing
the capabilities of the employees. The coach creates an environment where the learner feels
safe and confident to reflect, complete self- assessment, receive feedback and become more
self-aware. Further, the learner develops actionable steps which the coach and learner follow
up periodically until the goals are achieved. The responsibility of the learning is shared jointly.
In the traditional manager-employee supervisory model, the manager’s focus is singularly on
results and the relationship and outcomes are very transactional. Where as in the
developmental-coaching model the manager and the employee not only focuses on results
but also on processes, actions and decisions. The employee learns what is working and why it
is working; and what needs to be approached differently and why. Managers who coach have
high expectations of their team and invariably deliver superior business results.
In organizations where developmental-coaching is used as a way of work-life, benefits flow all-
around. The employee exhibits greater sense of job satisfaction as he is learning and
experiencing growth; the manager learns a very important leadership skill of improving the
performance of his team; and the organization benefits by getting improved productivity,
retention and customer service. Year end Performance Management exercise is not the
beginning of an attrition cycle but a normal event of the year.
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3. Who will conduct the program
Sanyog Jain, Principal Consultant of Frontline Consulting will be
conducting the program. Sanyog has more than 20 years of hands-on
international experience working in matured and emerging markets in
an industry where people development was vital for success. Sanyog
brings huge amounts of source-credibility because of his rich life and
work experience. He has held leadership positions in sales, training and
distribution marketing functions. In addition to the strategic view,
Sanyog also has a very good ground-view of business as he was part of the frontline
organization in sales, training and sales management. He understands the success principles
of developing people.
He has used developmental-coaching as a management skill to develop talent, implement
change projects, turn-around failing operation and to build large sales and training teams
across India. He has won numerous company and industry awards.
Sanyog completed his coach training from Results Coaching Institute, Australia and is currently
pursuing the ACC designation from ICF. Furthermore, he holds Masters’ Degrees in Business
from University of Rajasthan and Thunderbird, USA; Advanced Management Program from
IIM B; CFP and Life Underwriter Training Council Fellowship from American College, PA, USA.
What is the methodology of the program
The program will be covered over two days as an ILT session. It will be appropriately
customized to meet the needs of the participants and the organization. In the two days, we
will cover the knowledge and foundational skills required to become a manager-coach.
Adult learning methodology is incorporated in the development and delivery of the program.
Reading, self reflection, facilitation, lecture, group and individual exercises, role plays and de-
brief will be used to transfer knowledge and skills to the participants. The participants will
practice the new skills using role plays which will be based on real life scenarios. They will also
have an opportunity to develop practical ideas for managing teams using several established
frameworks.
We suggest that the site location for conducting the program be such that participants can
concentrate over the two days without interruption.
In order to maximize class participation we recommend that the class size be limited to 18-20
participants.
In the initial roll out, the participants will get a simple work book. Slides will not be provided
to the participants.
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4. The participants should be managing teams in their current role. In order to maximize the
group experience we suggest that participants in a particular batch should be performing
similar roles.
The second half of the program uses a very innovative technique of making participants
experience the value of coaching. Selected high performers from the group will be offered
group/one-on-one session (depending on the company requirement) once a week over a
period of 13 weeks. These sessions are offered over the phone hence no travel is required.
The typical phone session is 90-120 minutes long. We can accredit the participants if required
by the organization. The charges for the services outlined in the second-half are separate from
the two day training program.
Outline of the program
The two day training program has been divided into seven sections:
1. Introduction of the group
2. Develop the “developmental-coaching” definition and understand the science behind
coaching
3. Learn the skill-set required for being a manager-coach
4. Understand the three cornerstones of “developmental-coaching”
5. Understand how people learn; and the competency frame work
6. Create a template for having a coaching dialogue; learn how to use the coaching
template; role plays and debrief
7. Develop an implementation plan and the way forward
1. Introduction of the group
The purpose of this session is to build rapport within the group, learn about the back ground
of the participants, become aware of their learning goals and establish the roles and
responsibilities of the participants and the instructor. Housekeeping matters like start and end
time, scheduled breaks etc will be communicated to the participants. Additionally, we will
share with the group the research/methodology which went in program development and the
global objectives of the program.
2. Develop the developmental-coaching definition; understand the science
behind coaching; and how to build coaching friendly context in the team
The purpose of this section is to provide the foundational knowledge of coaching as a subject.
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5. A. Some of the learning objectives of the “coaching definition” and “science behind
coaching” sections are:
a. Develop a common definition of coaching
b. Learn the definition of coaching as per the International Coach Federation and
understand the relevance of it in the work-setting
c. Understand what is in-scope and outside the scope of coaching at the workplace
d. Learn how coaching differs from other forms of intervention and the
appropriateness of each of those interventions
e. Learn how the brain works and processes information; and applicability of the
advance neuroscience research to modern business management
B. Some of the learning objectives of “how to build coaching friendly context” are:
a. Learn the changing beliefs and values of the new demographics in India
b. Learn what employees want from their work environment
c. Learn the components of the coaching ecosystem-organizational and manager’s
values and learner’s willingness to learn
d. Participants take a self-assessment of their coaching competency
3. Learn the skills-set required for being an effective developmental-
coach
The purpose of this section is to share with the participants the skills used in having an
effective coaching relationship with the employee.
a. Learn how to build a trusting relationship
b. Learn the art and science of communicating
c. Learn how to have a coaching dialogue
d. Learn how people learn
e. Learn what motivates people to change
f. Learn how to set powerful goals
4. Understand the different stages of learning; learn how to use the
competency frame work to coach; and how to segment the team based on
the present competencies of the individual
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6. In this section we will deepen our understanding about people-development using certain
frame works. Next we will use knowledge developed so far in understanding and
categorizing our teams. Finally, in a workshop mode participants will segment their teams
based on the framework they have learnt.
A. Some of the objectives “how people learn” and “developing competency frame work”
section are:
a. Recognize the different stages of the learning process and identify the
appropriate management style for each of the learning stages. Learn how to
create development path for associates.
b. Develop a basic understanding of the competency model of your own job and
that of the team (organization to provide additional material)
c. Document the performance benchmarks (success measures)or standards for
the team activities
d. Learn the basics of segmenting the team members based on competencies
5. Understand the three cornerstones of developmental-coaching
The purpose of this section is to help participants’ gain solid understanding of the three
cornerstones of developmental-coaching at workplace: demonstration; observation and
feedback. The participants will also learn a frame work for having a coaching dialogue. This
section will provide the critical knowledge of the building blocks of developmental-coaching.
A. Some of the learning objectives of the “demonstration” cornerstone are:
a. How to demonstrate job skills to the learner in a manner which is consistent with
how adults learn
b. How to demonstrate job skills which will be meet the learner’s needs
B. Some of the learning objectives of the “observation” cornerstone are:
a. Learn the possible challenges in observing people’s behaviour accurately
b. Learn how to observe what is important to you, learner and the organization
C. Some of the learning objectives of the “feedback” cornerstone are:
a. Understand the benefits of providing feedback
b. Learn the basics of providing balanced feedback
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7. c. Learn how to maximize the value of giving feedback
D. Some of the leaning objective of the “coaching dialogue framework” are:
a. Understand the purpose of using a framework
b. Understand the science behind the construction of the framework
c. Use the framework in a practice session to gain familiarity
We will use real life examples to help participants internalize the concepts and understand
how each of these cornerstones enhances learner’s experience.
6. Learn how to use the coaching template; role plays; and debrief
The purpose of this section is to co create a template* which can be used in having
periodic coaching dialogue with the learner. Further, empower the participants by giving
them an opportunity to practice what they have learned. This section will be carefully
supervised so that the participants can get maximum value from the program. This is also
the central theme of the program.
A. Some of the objectives of the “role play using coaching template” are:
a. Introduce/Create a template for conducting periodic reviews
b. Understand the purpose of each section of the template and how the parts fit
in the total picture
c. Ability to identify the point where supervision ends and developmental-
coaching begins
d. Learn how to use the template for conducting the periodic review with a
learner
e. Practice how to use the template using real-play in a tirade
f. Learn how to give feedback on a real-play using assessment sheet
*We suggest that a template is created with inputs from selected participants and
stakeholders prior to the date of the program. This can be accomplished during the fact-
finding process. In many organizations the Performance Management Tools could be used
instead of separate templates.
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8. 7. Develop an implementation plan and the way-forward
A. Some of the objectives of “developing an implementation plan and way-forward” section
are:
a. Understand some of the best practices associated with conducting periodic reviews
using developmental-coaching as a chassis
b. Understand how to deepen the learning experience by combining developmental-
coaching with other interventions
c. Arrive at a shared understanding on how to action the new skills and complete the
feedback form
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