Coaching involves guiding someone towards their goals through mutual sharing and creating agreed upon outcomes. It is not about correcting behavior or being the expert, but contributing to development through a two-way partnership. Effective coaching requires actively listening, asking questions, advocating opinions, giving and receiving feedback, and building agreement. Coaches must customize their style based on factors like gender, sport type, and aspirations. Directive, supportive, autocratic, democratic, and humanistic approaches each have advantages and disadvantages depending on the situation. Building trust and empowering self-growth are keys to managing the dual role of evaluator and coach. Exemplary coaching philosophies focus on knowledge sharing, building character, fostering growth, and cultivating high self-
A leader is one who is committed to taking individuals along towards the fruition of a certain mission and creates an environment in which people can be actively involved. There is no magic in the way in which inspirational leaders operate. However an inspirational leader is considered more effective and efficient than a good leader. So, who is an inspirational leader? What are the qualities that set a good leader apart from an inspirational leader? How can a good leader be transformed into an inspirational leader? Here is presentation that answers all these questions.
Do we delegate effectively? Delegation is vital for leadership, team empowerment and motivation. This presentation is about basic tips that we sometimes forget.
Our leadership coaching is designed for effective leadership skills by providing leadership training. Join our online Effective leadership for developing leadership skills and coaching skills
A leader is one who is committed to taking individuals along towards the fruition of a certain mission and creates an environment in which people can be actively involved. There is no magic in the way in which inspirational leaders operate. However an inspirational leader is considered more effective and efficient than a good leader. So, who is an inspirational leader? What are the qualities that set a good leader apart from an inspirational leader? How can a good leader be transformed into an inspirational leader? Here is presentation that answers all these questions.
Do we delegate effectively? Delegation is vital for leadership, team empowerment and motivation. This presentation is about basic tips that we sometimes forget.
Our leadership coaching is designed for effective leadership skills by providing leadership training. Join our online Effective leadership for developing leadership skills and coaching skills
leadership
,
the essence of leadership
,
leadership & management
,
importance of leadership
,
theories of leadership
,
behavioural theory
,
difference between managers & leaders
,
managerial grid
,
based on assumptions about people
,
trait theory
,
laissez –faire or free rein style
,
formal & informal leadership
,
leadership styles
,
participative or democratic style
,
autocratic or authoritarian style
,
based on authority retained
“If people in an organization are good at replicating what they already do well, what happens when the environment changes and what is needed begins to change?"
Presentation, created for a Taylor University MBA corporate site client, discusses the key differences between coaching and mentoring and when to use each.
Various researches have shown that the majority of organizations, especially in the developing countries, have more of operational thinking rather than strategic thinking at the core of its management approach. Strategy has become an overused and at the same time, misused world in management world where we take it as obvious statement for something important we say about our management and business. In the face of the competition and change that exists in today’s market, organizations and their leadership must take strategic thinking approach in order to move the organization forward toward a new and more successful future. This session starts with an exercise of test of strategic thinking level of the participants and thus explains the meaning of strategy and being strategic. It exposes the difference between operational thinker, strategic planner and strategic thinker. The disciplines, approaches, competencies, critical areas and personal attributes of strategic thinker will be introduced with along with the explanation of topic ‘what limits our strategic thinking’. The session ends with the explanation of the methods of developing strategic thinking among the managers and leaders of the organization and how we can utilize such strategic thinking in our business in order to achieve higher goals of the organization.
This PPT is a tool to help focus a team / group / or stakeholders into a high performance team. It concentrates on results, commitment, processes, communication, and trust.
I created this tool as a means to transition a team through the four stages of team maturity: forming, storming, forming, and performing.
This is part 1 of 5 in a 30 hour lecture series on Clinical Supervision for Mental Health Professionals. This was made for the Approved Clinical Supervisor Certificate through the NBCC. This interactive workshop focuses on the major elements of being an effective Clinical Supervisor. In this workshop, participants will learn about the different roles and pertinent issues in Clinical Supervisor. Participants will learn the different roles that encompass clinical supervision, and learn the structural differences (and similarities) between consultation and clinical supervision. Participants will discuss the working alliance necessary in clinical supervision, and also discuss the roles that conflict and trust play in the supervisory relationship. Other issues discussed include covering types of feedback given to staff members and coworkers, and how best to give feedback, and the role that the experiential level of the supervisee plays in the structure of clinical supervision. Teaching methods include lecture, interactive exercises and group participation/discussion.
leadership
,
the essence of leadership
,
leadership & management
,
importance of leadership
,
theories of leadership
,
behavioural theory
,
difference between managers & leaders
,
managerial grid
,
based on assumptions about people
,
trait theory
,
laissez –faire or free rein style
,
formal & informal leadership
,
leadership styles
,
participative or democratic style
,
autocratic or authoritarian style
,
based on authority retained
“If people in an organization are good at replicating what they already do well, what happens when the environment changes and what is needed begins to change?"
Presentation, created for a Taylor University MBA corporate site client, discusses the key differences between coaching and mentoring and when to use each.
Various researches have shown that the majority of organizations, especially in the developing countries, have more of operational thinking rather than strategic thinking at the core of its management approach. Strategy has become an overused and at the same time, misused world in management world where we take it as obvious statement for something important we say about our management and business. In the face of the competition and change that exists in today’s market, organizations and their leadership must take strategic thinking approach in order to move the organization forward toward a new and more successful future. This session starts with an exercise of test of strategic thinking level of the participants and thus explains the meaning of strategy and being strategic. It exposes the difference between operational thinker, strategic planner and strategic thinker. The disciplines, approaches, competencies, critical areas and personal attributes of strategic thinker will be introduced with along with the explanation of topic ‘what limits our strategic thinking’. The session ends with the explanation of the methods of developing strategic thinking among the managers and leaders of the organization and how we can utilize such strategic thinking in our business in order to achieve higher goals of the organization.
This PPT is a tool to help focus a team / group / or stakeholders into a high performance team. It concentrates on results, commitment, processes, communication, and trust.
I created this tool as a means to transition a team through the four stages of team maturity: forming, storming, forming, and performing.
This is part 1 of 5 in a 30 hour lecture series on Clinical Supervision for Mental Health Professionals. This was made for the Approved Clinical Supervisor Certificate through the NBCC. This interactive workshop focuses on the major elements of being an effective Clinical Supervisor. In this workshop, participants will learn about the different roles and pertinent issues in Clinical Supervisor. Participants will learn the different roles that encompass clinical supervision, and learn the structural differences (and similarities) between consultation and clinical supervision. Participants will discuss the working alliance necessary in clinical supervision, and also discuss the roles that conflict and trust play in the supervisory relationship. Other issues discussed include covering types of feedback given to staff members and coworkers, and how best to give feedback, and the role that the experiential level of the supervisee plays in the structure of clinical supervision. Teaching methods include lecture, interactive exercises and group participation/discussion.
Learn about, knowledge about coaching skills, talent development program, support structure for new talents, alignment of company mission, vision and obejctives
I designed this guide to help entrepreneur's navigate the opaque world of coaching. I also created this guide to help them assess and find an amazing coach who is a strong match. Fit is incredibly important because it has a direct impact on the strength of the alliance and quality of outcomes.
This guide is broken up into a number of sections. First, I provide an overview on what coaching actually is. I then share insights into the coaches toolbox. Said another way, the experiences, skills and certifications that a coach may have. From there, we'll dive into how you can run a process and determine fit. I then highlight coaches and organizations that have been recommended by your peers. On our way to wrapping up, I share how you can think about pricing and ROI. Finally, I leave you with some resources if you want to go deeper into coaching.
Working with a coach is a big investment in time, money and energy. Both sides should feel charged to co-create a partnership, embark on a life-changing journey and grow together over time. That's why going into the process armed with guidance and information is so critical. Good luck!
“A lot of people have gone further than they thought they could, because someone else thought they could.”
- Zig Ziglar, author
This primer is for those who are keen to mentor others.
Artificial intelligence (AI) offers new opportunities to radically reinvent the way we do business. This study explores how CEOs and top decision makers around the world are responding to the transformative potential of AI.
Oprah Winfrey: A Leader in Media, Philanthropy, and Empowerment | CIO Women M...CIOWomenMagazine
This person is none other than Oprah Winfrey, a highly influential figure whose impact extends beyond television. This article will delve into the remarkable life and lasting legacy of Oprah. Her story serves as a reminder of the importance of perseverance, compassion, and firm determination.
Senior Project and Engineering Leader Jim Smith.pdfJim Smith
I am a Project and Engineering Leader with extensive experience as a Business Operations Leader, Technical Project Manager, Engineering Manager and Operations Experience for Domestic and International companies such as Electrolux, Carrier, and Deutz. I have developed new products using Stage Gate development/MS Project/JIRA, for the pro-duction of Medical Equipment, Large Commercial Refrigeration Systems, Appliances, HVAC, and Diesel engines.
My experience includes:
Managed customized engineered refrigeration system projects with high voltage power panels from quote to ship, coordinating actions between electrical engineering, mechanical design and application engineering, purchasing, production, test, quality assurance and field installation. Managed projects $25k to $1M per project; 4-8 per month. (Hussmann refrigeration)
Successfully developed the $15-20M yearly corporate capital strategy for manufacturing, with the Executive Team and key stakeholders. Created project scope and specifications, business case, ROI, managed project plans with key personnel for nine consumer product manufacturing and distribution sites; to support the company’s strategic sales plan.
Over 15 years of experience managing and developing cost improvement projects with key Stakeholders, site Manufacturing Engineers, Mechanical Engineers, Maintenance, and facility support personnel to optimize pro-duction operations, safety, EHS, and new product development. (BioLab, Deutz, Caire)
Experience working as a Technical Manager developing new products with chemical engineers and packaging engineers to enhance and reduce the cost of retail products. I have led the activities of multiple engineering groups with diverse backgrounds.
Great experience managing the product development of products which utilize complex electrical controls, high voltage power panels, product testing, and commissioning.
Created project scope, business case, ROI for multiple capital projects to support electrotechnical assembly and CPG goods. Identified project cost, risk, success criteria, and performed equipment qualifications. (Carrier, Electrolux, Biolab, Price, Hussmann)
Created detailed projects plans using MS Project, Gant charts in excel, and updated new product development in Jira for stakeholders and project team members including critical path.
Great knowledge of ISO9001, NFPA, OSHA regulations.
User level knowledge of MRP/SAP, MS Project, Powerpoint, Visio, Mastercontrol, JIRA, Power BI and Tableau.
I appreciate your consideration, and look forward to discussing this role with you, and how I can lead your company’s growth and profitability. I can be contacted via LinkedIn via phone or E Mail.
Jim Smith
678-993-7195
jimsmith30024@gmail.com
The case study discusses the potential of drone delivery and the challenges that need to be addressed before it becomes widespread.
Key takeaways:
Drone delivery is in its early stages: Amazon's trial in the UK demonstrates the potential for faster deliveries, but it's still limited by regulations and technology.
Regulations are a major hurdle: Safety concerns around drone collisions with airplanes and people have led to restrictions on flight height and location.
Other challenges exist: Who will use drone delivery the most? Is it cost-effective compared to traditional delivery trucks?
Discussion questions:
Managerial challenges: Integrating drones requires planning for new infrastructure, training staff, and navigating regulations. There are also marketing and recruitment considerations specific to this technology.
External forces vary by country: Regulations, consumer acceptance, and infrastructure all differ between countries.
Demographics matter: Younger generations might be more receptive to drone delivery, while older populations might have concerns.
Stakeholders for Amazon: Customers, regulators, aviation authorities, and competitors are all stakeholders. Regulators likely hold the greatest influence as they determine the feasibility of drone delivery.
The Team Member and Guest Experience - Lead and Take Care of your restaurant team. They are the people closest to and delivering Hospitality to your paying Guests!
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2. “YOU CANNOT TEACH A MAN ANYTHING.
YOU CAN HELP HIM DISCOVER IT WITHIN
HIMSELF”
– Galileo Galilei
3.
4. COACHING IS
• A means for learning & development
• Guiding someone towards her or his goals
• Mutual sharing of experiences and opinions to
create agreed-upon outcomes.
5. COACHING IS NOT..
• An opportunity to correct someone’s behaviour
or action.
• Directing someone to take actions to meet goals.
• Being the expert or supervisor with all the
answers.
6.
7. WHAT IS COACHING?
• An opportunity to contribute to another
person’s development.
• It is a two-way partnership where you both
share knowledge and experience in order to
maximize the coachee’s potential and help her
achieve her goals.
8.
9. • Coaching is based on mutual agreement, it is not
appropriate for every situation.
10. PURPOSE MATTERS..
• Through coaching, you can help others to
- maximize individual strength
- overcome personal obstacles
- reach their full potential through continuous
learning.
- Achieve new skills and competencies to become
more effective.
11. - Prepare themselves for newer responsibilities
- Manage themselves
- Clarify and work towards performance goals.
- Increase their job satisfaction and motivation
12. BENEFITS OF COACHING..
• Improving working relationships between
manager and direct reports.
• Developing more productive teams
• using organizational resources more effectively.
“Take advantage of every opportunity – provide coaching when people ask for it”
13. NEED OF COACHING
• Unlike performance review and goal setting,
coaching is an ongoing process.
• Occurs as the need or opportunity arises.
• More often coaching occurs informally as you
interact with direct reports and peers in person,
by phone or via emails
15. • At times, a manger has to focus more on people
than on tasks, this is one of the occasions to
coach..
• When you sense that direct report is
- Having problems accomplishing his jobs
- Become a bit bored with the routine
- Causing friction among your team
- Stumbling while working on certain tasks
16. OBSERVING
• Observing a coachee will enhance your ability to
offer informed, relevant, timely advice.
• Need to observe the person’s behaviour
formally ( during joint sales calls) and
informally (during a meeting)
17. Identify strengths and weaknesses in two ways:
1) How the coachee’s behaviour affects his co-
workers.
2) How the coachee’s behaviour affects his own
ability to achieve his own goals.
“Coaching is on going. Don’t expect to solve a problem in a single coaching session”
19. PREPARE PRELIMINARY QUESTIONS
• What is the person doing or not doing
effectively? Be as precise as you can.
• What effect does the person’s behaviour have on
achieving your group’s goal or individual
objectives?
• What effect does the behaviour have on other
members of the team?
20. AVOID PREMATURE JUDGMENT
• Be neutral observer, so think in terms of actual
events and not about causes.
“Coaching is ongoing. Don’t expect to solve a problem in a single coaching session”.
21. REFLECT ON YOUR OBSERVATIONS
• After careful observation, you may decide that
the person does have a problem that coaching
could resolve.
• Or you could conclude that the problem lies not
with the original team member, but with another
person or even with team dynamics.
22. TEST YOUR THEORIES
• Continue to observe, particularly if you don’t
feel comfortable with your perceptions.
• Where appropriate, discuss the situation with
others – trusted peers – to get their
perspectives.
• Also, consider any cross – culture issues that
might help you better understand the situation
or person involved.
23. EXAMINE YOUR OWN MOTIVES..
• Before suggesting coaching to someone you
think is a problem performer, take a close look at
your own behaviour first.
• Ask if you might be contributing to the problem.
26. INTERFERING FEELINGS
• Ask yourself, “Is it hard for me to identify with
someone who’s having a problem?”
27. FAILING TO LISTEN
• Ask yourself, Have I missed a chance to listen?
• People don’t always know what kind of help
they need or exactly how to ask for it.
28. FAILING TO PRAISE
• Have I remembered to give a positive feedback?
• Often managers forget to take the time to look
for opportunities to give positive feedback.
• Overtime an absence of positive feedback could
contribute to a direct report’s problem behaviour
or attitude.
29. ACTING ON YOUR WORDS
• Am I a good role model?
• If you view good listening skills as important in
cultivating good teamwork, then model those
skills for others every chance you get.
33. TO BE EFFECTIVE,
WORK ON MASTERING THE FOLLOWING..
• Listen actively
• Asking the right question
• Advocating your opinion
• Giving feedback as a coach
• Receiving feedback as a coach
• Building agreement
“Those who coach regularly, coach better. Find opportunities to develop your coaching skills”
34. LISTEN ACTIVELY
• As a coach you need to be tuned into the other
person’s feelings and motivations.
• Do this through active listening.
• Active listening encourages communication and
puts other people at ease.
35. TO BE AN ACTIVE LISTENER
• Maintain Eye contact with the coachee.
• Smile to put the other person at ease.
• Avoid anything that will distract your attention.
• Be sensitive to body language such as posture and arm
position.
• Listen first and evaluate later.
• Do not interrupt the other person except to ask
questions to clarify and to encourage him to continue.
• Wait until after he has finished talking to plan your
response.
36. ASK QUESTIONS
• It is a valuable tool to understand and
determine other persons perspective.
• Use open and closed ended questions.
37. OPEN ENDED QUESTION TO..
• Explore alternatives
• Uncover attitudes or needs
• Establish priorities and allow elaboration
38. CLOSED ENDED QUESTION TO..
• Focus the response
• Confirm what other person has said.
39. ADVOCATE FOR YOUR OPINION..
• Effective coach offer ideas and advices in a way
that person receiving it can hear them, respond
to them, and consider their value.
40. STEPS TO ADVOCATE
• Describe individual’s situation as you see it.
• State your opinion about the situation.
• Make the thoughts behind your opinion explicit,
and share your experiences.
• Encourage the other person to provide his/her
perspective
41. GIVE FEEDBACK AS A COACH
• Giving and receiving feedback is a critical part
of managing in general, but it is an especially
important part of coaching.
42. WHEN GIVING FEEDBACK...
• Focus on behaviour.
• Avoid judgemental language, which only makes people
defensive.
• Be specific. Avoid generalizations.
• Be sincere. Give feedback with the clear intent of helping
the person improve.
• Be realistic. Focus on factors that the other person can
control.
• Give feedback early and often in the coaching process.
43. RECEIVING FEEDBACKS
• Need to be open for feedback on how effective
you are as a coach.
• It helps to develop management styles and
create greater trust among members of their
group.
44. TO IMPROVE YOU NEED TO
• Ask specific information.
• Ask for clarification on feedback received
• Be willing to receive both negative and positive
feedback.
• Encourage the other person to avoid emotion-
laden terms.
• Don’t be defensive.
• Thank the person to share feedback.
46. • It is the foundation of coaching.
• Build an agreement in the beginning as you
commit to working together, and throughout
relationship as you pursue thee coaching
objective.
48. • Most of the coaching you’ll do will be informal
and impromptu as situation arise.
49. PREPARE FOR THE COACHING SESSION
• In what area is the coaching needed?
• What are the desired outcomes?
• What is at stake?
• What is the particular purpose?
• What are the difficulties and how will you
handle them?
50. CONDUCTING THE COACHING SESSION
• Surety of understanding of the session’s goals
• Keep tone positive. Emphasize your sincerity in
wanting to help the other person.
• Exchange perspectives on the situation or
opportunity at hand.
• Present relevant data you have gathered during
your observation of the coachee.
51. DEVELOP AN ACTION PLAN
• Helping to ensure that the goals are realistic
• Helping the coachee prioritize the tasks needed
to achieve goals.
• Highlighting potential obstacles.
• Brainstorming potential solutions
• Determining what additional coaching support
will be required.
“If you initiate the coaching, identify the areas of need.
If the other person initiated coaching, ask for details about the desired area of development”
52. COACH BEYOND THE SESSION
• Effective coaching includes follow up that
checks progress and evaluates effects on coachee
and the team.
“Set small milestones to build confidence and maintain motivation”
53. FOLLOW UP INCLUDES
• Asking what is going well and what is not.
• Sharing your observations and reinforcing
positive progress.
• Looking for opportunities for continued
coaching and feedback
• Identifying possible modifications to the action
plan
• Asking how the coaching session was helpful and
what could be improved.
55. SELECTING A COACHING STYLE
• Not all people or situations are the same, so you
need to master some different coaching styles to
adapt to different circumstances.
56. FACTORS AFFECTING COACHING
• Kuklinski (1990), Douge and Hastie (1993)
stated that factors affecting coaching styles were:
▫ Gender, team/individual sports, age and type of
sport
▫ The athletes aspirations
• Abraham and Collins (1998) provided a review
of literature of factors affecting coaching styles
and similar findings were seen
57. • Rogers (2007) did a report on coaches behaviour
and found several factors that could influence
behaviour:
▫ Competitive experience as an athlete
▫ Hours of coaching per week
▫ Individual/team sports
• Nevertheless, a better understanding in the
relationship between coaches and athletes is
needed.
• A coach can change their style at will, however,
there is little evidence supporting this statement.
58. COACHES BEHAVIOUR STUDY
• Research into coaches behaviour and athletes
self-talk was studied.
▫ 243 subjects had to take the athletes’ positive and
negative self-talk scale, to asses how much they
use self-talk (positive or negative)
▫ Coaches positive and negative statement scale and
Coaching Behaviour Questionnaire.
• Results state that a coaches behaviour and
statements have a direct impact on athletes self-
confidence
62. SUPPORTIVE APPROACH
Used for
- Facilitating problem solving
- Building self confidence
- Encouraging employees to learn on their own
- Serving as a resource for others
63. IMPORTANT FOR..
• Performers who meet current standards of
performance and need to prepare to take on a
new or greater responsibilities.
64. FOR SUPPORTIVE APPROACH..
• Recognize the good work.
• Enter into a realistic and open ended discussion
of career goals
• Identify the knowledge, skills and commitment
needed for different career possibilities.
• Ask them in what areas they see a growth and
development to qualify for a new job
opportunity.
65. • Work to develop a mutually acceptable plan for
acquiring the requisite skills and knowledge.
• Follow up on that plan at a regular intervals wit
measurement and feedback
• Invite them to use their experience and
expertise to coach others
66. AUTOCRATIC STYLE..INTENSE STYLE
• Coaching behaviour involving independent
decision making and stresses the personal
authority of the coach but not the coachee.
68. DISADVANTAGE
• Performers put of by the demands
• Emotional outburst from coach
• The less motivated performers are overlooked
69. DEMOCRATIC APPROACH..THE NICE GUY STYLE
• Coaching behaviour allowing high levels of
participation by the coachee in decision making,
goals, practice, tactics and strategies
72. HUMANISTIC APPROACH
• Are the beliefs and values focusing
predominantly on the coachee’s personal growth
through an active engagement in the coaching
experience (Cross & Lyle, 2003).
• Is a person-centred philosophy or ideology that
emphasises the empowerment of the individual
towards achieve personal goals within a
facilitative interpersonal relationship (Lyle,
2006).
73. HUMANISTIC APPROACH
• Hogg (1995) stated that the relationship between
a coachee and coach should start as a more
directive relationship, gradually sharing
relationship and eventually, independence for
the athlete.
74. Hogg’s model in the evolving
relationship between coach and
coachee
Humanistic approach
12 years &
under
13-15 years 16-17
years
18 years &
over
• early experience
• coach
dependence
• developing and
collaborating
•Coachee/coach
dependence
• empowerment
• Coachee
independence
Authoritarian Power sharing
76. PLAY A ROLE OF EVALUATOR AND COACH
• As a evaluator, review the performance of your
direct reports.
• As a coach, you look ways to help them grow
and improve.
• The key to manage the dual role of evaluator
and coach is creating an atmosphere of trust.
78. • “My coaching philosophy is:
I am a firm believer that if you have knowledge pass it
on to those who do not. I also believe that playing sports
as a child not only builds character and confidence but
also gives a sense of accomplishment. It also prepares
children for life, teaching them about working as a
team or as a team player, not as an individual. I also
feel it can bring a child out of his/her shell or shyness.”
- Coach George Hornung, Head Coach, Stafford Soccer
Club
79. “I am a Coach because of my passion for my work.
I am able to foster the growth of my players
through the numerous opportunities I am fortunate
to provide. I will mould a group of individuals to
communicate, to be responsible and to hold
themselves accountable. I believe in nurturing their
dreams to be the best on and off the court. I
developed this into words when I attended the
Women’s Coaches Academy a few years ago. I look
at it often and keep a journal for my own use
during the season to help me grow and develop as a
Coach.”
Samantha A Lambert, Head Volleyball Coach,
Rhodes College, Memphis
80. “Simply put, I try to build high self-esteem in each one
of my players. I do that the same way an informed
parent would do, by accepting the player for who
he/she is. That is the baseline and from there we build
on the strength of their personality and work to shore
up the areas that are not as strong. I believe a person
will seldom, if ever, outperform his/her self-image. So
the question is how do you accept a person for just who
he/she is? It is my belief, if you get a team with all the
players performing up to their positive confident self-
image you will have a winning team.”
- Jay Loar. Director of Golf & Head Coach SMU Golf
Southern Methodist University – Men’s Golf
Editor's Notes
You’ve succeeded in your career by setting high expectations and achieving an outstanding track record. Assuming that others have identical motivations or identical strengths may be unrealistic and unfair.
Be self aware and recognize when your own feelings, such as anger or frustation, may keep you from appreciating what someone else might be feeling – may cloud your observational and analytical skills.
Developing skills – Instructing a new employee who needs to develop skills in your area of expertise. Acting as a model for the coachee by showing her the most effective way to perform a task.
Providing answers - Explaining the company’s business strategy to a new employee. Clarifying departmental protocol for new employee.
Helping others to find their own answers to problems. Expressing confidence that an individual can find the solution. Providing positive feedback for a job well done. Challenging employees by assigning new responsibilities, even if it means risking mistakes. Providing information about new sitatuations. Sharing experiences.