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Coaching For Optimal Performance
- 1. Coaching forCoaching for OptimalPerformanceOptimal Performance
- 2. ContentsContents 1. Benefits ofGood Coaching 2. Characteristics of Good Coach 3. Elements of Good Coaching Session 4. Communication Skills for Effective Coaching 5. Five Steps of Coaching for Optimal Performance
- 3. Benefits of GoodCoachingBenefits of Good Coaching Improve employee performance Help develop employee’s competence Help diagnose performance problems Help correct unsatisfactory performance Foster productive working relationship
- 4. Characteristics ofCharacteristics of GoodCoachGood Coach
- 5. Characteristics of GoodCoachCharacteristics of Good Coach Positive Goal Oriented Supportive Focused Observant
- 6. Boss vs. CoachBossvs. Coach BossBoss • Talks a lot • Tells • Presume • Seeks control • Orders • Works on • Assign blame • Keeps distant • Talks a lot • Tells • Presume • Seeks control • Orders • Works on • Assign blame • Keeps distant • Listens a lot • Asks • Explores • Seeks commitment • Challenges • Work with • Takes responsibility • Makes contact • Listens a lot • Asks • Explores • Seeks commitment • Challenges • Work with • Takes responsibility • Makes contact CoachCoach
- 7. Elements ofElements of GoodCoaching SessionGood Coaching Session
- 8. Elements of GoodCoaching SessionElements of Good Coaching Session EstablishEstablish a purposea purpose EstablishEstablish groundground rulesrules KeepKeep focusedfocused DevelopDevelop dialoguedialogue SpeakSpeak clearlyclearly Discuss oneDiscuss one specificspecific issueissue
- 9. Communication Skills forCommunicationSkills for Effective CoachingEffective Coaching
- 10. Seven Communication Principlesfor CoachingSeven Communication Principles for Coaching 1. Soften the ‘you’s or change the into “I” to avoidavoid sounding pushysounding pushy • Instead of : ‘You’ll have to….’, say ‘Could you….’ Or ‘Would you be able to….’ 2.2. Focus on the solutionFocus on the solution, not the problem • Instead of ‘We’re out of milk….’, say ‘We will pop down the shop for some milk’.
- 11. 3. Turn can’tsinto canscan’ts into cans • Instead of ‘We can’t do that until next week’, say ‘We’ll be able to do that next week’. 4.4. Take responsibilityTake responsibility – don’t lay blame • Instead of ‘It’s not my fault’, say ‘Here’s what I can do to fix that’. Seven Communication Principles for CoachingSeven Communication Principles for Coaching
- 12. 5.5. Say whatdo you wantSay what do you want, not what you don’t want • Instead of ‘Don’t drive too fast’, say ‘Drive carefully’ 5.5. Focus on the futureFocus on the future, not the past • Instead of “I’ve told you before not to……, say ‘From now on…….” 5.5. Share informationShare information rather than argue or accuse • Instead of ‘No, you’re wrong’, say ‘I see it like this….’ Seven Communication Principles for CoachingSeven Communication Principles for Coaching
- 13. Gather Good Informationwith your EARsGather Good Information with your EARs EE – explore by asking questions AA – affirm to show you’re listening RR – reflect your understanding SS – silence, listen some more
- 14. To listen moreeffectively…..To listen more effectively….. Attend physicallyAttend physically – the right body language helps us to focus on the speaker and encourages the speaker to give us more information. Attend mentallyAttend mentally – follow the speaker’s flow of thought, listen to understand, not evaluate; listen first, then assess Check it verballyCheck it verbally – paraphrase, clarify, probe further, summarize your understanding
- 15. Good Habits ofEffective ListenersGood 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’
- 16. Asking Questions inCoaching SessionAsking Questions in Coaching Session An effective question is brief An effective question is focused An effective question is relevant An effective question is constructive
- 17. Asking Questions inCoaching SessionAsking Questions in Coaching Session An effective question is BRIEF • The longer the question, the more likely you are to louse it up • 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 the answer? 2) what words will best elicit this information?
- 18. Asking Questions inCoaching SessionAsking Questions in Coaching Session An effective question is FOCUSED • Target a single and a particular aspect of that subject per question • If you don’t, you may render any answer meaningless
- 19. Asking Questions inCoaching SessionAsking Questions in Coaching Session An effective question is RELEVANT • Keep you questions on subject and on target • If an answer strays off the point, tactfully refocus
- 20. Asking Questions inCoaching SessionAsking Questions in Coaching Session An effective question is CONSTRUCTIVE • You need to accentuate the positive in your approach to questioning, not because it make you seem nicer, but because your questions will be more effective
- 21. Exploring QuestionsExploring Questions Open Questions Open Questions Openquestions yield lots of information because they allow a person to explain what is most important or interesting and encourage elaboration. Probing Questions Probing Questions Probing questions are those that relate to the topic we want to explore further. They encourage the speaker to flesh out the details.
- 22. Closed vs. OpenQuestionsClosed 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?
- 23. Some Probing QuestionsSomeProbing 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?
- 24. Five Steps forFiveSteps for Effective CoachingEffective Coaching
- 25. Five Steps ofCoachingFive Steps of Coaching Describe performance issue in a professional manner Discuss the causes of the problem Identify and write down possible solutions Develop specific action plan Conduct follow up session
- 26. Describe Performance IssueDescribePerformance Issue Describe performance issue a professional manner • As you describe the problem, be specific. Point out the acceptable levels (quantity or quality) of performance and show the employee exactly where his/her output doesn't meet those levels • Refer to any available data that will help you indicate to the employee that there is a problem • It's important to open this discussion in a positive, non-threatening way
- 27. Discuss the causes ofthe problem • Remain relaxed and friendly • Gather all the information you can 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 problem Discuss the Causes of the ProblemDiscuss the Causes of the Problem
- 28. Discuss the causes ofthe problem • You may find it appropriate to ask some specific questions designed to clarify 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 controlled Discuss the Causes of the ProblemDiscuss the Causes of the Problem
- 29. Diagnosing Performance ProblemDiagnosingPerformance Problem Role ExpectationsRole ExpectationsRole ExpectationsRole Expectations Ability (skills and knowledge)Ability (skills and knowledge)Ability (skills and knowledge)Ability (skills and knowledge) Job DesignJob DesignJob DesignJob Design Work EnvironmentWork EnvironmentWork EnvironmentWork Environment Personal/Motivational ProblemPersonal/Motivational ProblemPersonal/Motivational ProblemPersonal/Motivational Problem MostMost performanceperformance problems areproblems are due to onedue to one (or more) of(or more) of five factors :five factors :
- 30. Diagnosing Performance ProblemDiagnosingPerformance Problem RoleRole ExpectationsExpectations RoleRole ExpectationsExpectations AbilityAbility (skills and(skills and knowledge)knowledge) AbilityAbility (skills and(skills and knowledge)knowledge) • Does the employee know what is expected? Does s/he even know there is a problem? • Does the employee have the requisite skills, abilities and aptitudes to perform the job? Has s/he received training to do the job?
- 31. Diagnosing Performance ProblemDiagnosingPerformance Problem Job DesignJob DesignJob DesignJob Design WorkWork EnvironmentEnvironment WorkWork EnvironmentEnvironment • Does the employee have the necessary tools and resources to perform the job? Does the system support good performance? • Is good performance rewarded ... or punished? Is poor performance rewarded? Is the employee being treated fairly? Do working conditions support good performance?
- 32. Diagnosing Performance ProblemDiagnosingPerformance Problem Personal/Personal/ MotivationalMotivational ProblemProblem Personal/Personal/ MotivationalMotivational ProblemProblem • Does an issue or a problem exist in the employee's personal life that may contribute to poor performance? Is the employee's attitude or morale preventing the employee from successfully applying his/her skills and abilities?
- 33. Identify possible solutions • After youhave identified the likely causes of the performance problem, you 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 employee's 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 solution Identify Possible SolutionsIdentify Possible Solutions
- 34. Conduct follow up session • Settinga date to meet again sends a message to the employee that solving 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 action Conduct Follow Up SessionConduct Follow Up Session
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