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COACHING AT WORK
Objectives
• Define coaching at work and explain
its benefits for the manager;
• Apply coaching tools in the
workplace;
• Formulate and implement long-term
coaching strategies.
At the end of the course, participants will be able
to:
Content
• Session 1: Coaching and its benefits for the
manager
• Session 2: Coaching skills and tools
• Session 3: Four steps to successful
coaching
Session 1
Coaching and
its benefits for the Manager
The relationship between manager performance
and employee performance
The manager implements work via others
The manager’s performance depends on
staff performance
The manager has the
responsibility to
maintain and improve
the staff’s performance.
How can a manager respond to
an under-performing staff member?
• Dismiss the employee
• Increase staffing for the employee’s position
• Change the employee’s role or tasks
• Create incentives through salary or benefits
• Do the employee’s work
• Train or re-train the employee
Will these responses
solve the problem
completely, effectively?
Why not use coaching
to improve the
employee’s
performance?
What is coaching?
Coaching is a form of training
that allows the manager to
enhance an employee’s skills
by treating real work as a
learning opportunity.
How is coaching different
from training?
• In the workplace,
linked with the job
• Intended to improve
performance
• Not linked to a
specific job
• Intended to add or
enhance skills and
knowledge
Coaching Training in class
The manager can proactively control and
monitor the outcome when coaching.
Benefits of coaching
For the manager
• Improve staff performance
• Enhance the manager’s
reputation
For the employees
• Refine skills
• Build self-confidence
• Encourage proactivity
Session 2
Coaching skills and tools
When to use coaching
The manager may use coaching when the
employee:
• Does not know how best to perform the job;
• Needs to develop critical skills;
• Has little experience with a particular job;
• Lacks the confidence needed to solve
problems and work independently;
• Fails to do a job as required.
EDAC – Teaching
Employees a New Skill
The EDAC model
Explain
Demonstrate
Apply
Consolidate
Explain
• Explain the purpose
• Explain the process
Demonstrate
• Demonstrate each step that must be
taken
• Identify key steps or ideas
• Provide criteria for assessment
• Respond to employee’s questions
• Share past experiences
Apply
• Help the employee repeat the process
• Give the employee opportunities to practice
the new skills
• Follow up with the employee to monitor
progress
Consolidate
• Achievements
• Room for
improvement
• Plan of action
Providing additional support
Explain
Demonstrate
Apply
Consolidate
Effective coaching through
EDAC
Here are some common mistakes that may
limit a coach’s effectiveness:
• Teaching too little or too much at one
time
• Providing inadequate demonstration
• Lack of patience
• Incomplete preparation
• Tense learning environment
• Inadequate encouragement
• Insufficient feedback
The 4ps:
Helping Employees Solve
Problems
The 4P model
What is your position? Position
What problem are you encountering? Problem
What are some possible solutions? Posibilities
How do you plan to solve the problem? Plan
What is your position?
What is your position with respect to the
problem?
• What could be attained?
• What should be attained?
• What must be attained?
What problem are you
encountering?
What is the problem?
What is its impact?
What are its causes?
When evaluating the
problem, strive to be:
•Objective
•Specific
•Open-minded
What are some possible
solutions?
What are some ways to solve the problem
and meet your objectives?
• Two ways of thinking:
– Logical thinking
– Creative thinking
How do you plan
to solve the problem?
• Is there more than one possible
solution?
• Is one solution less costly than others?
• What are the consequences, risks, and
limitations of each solutions?
• Do the solutions require outside
support?
What is your position?
What problem are you encountering?
What are some possible solutions?
How do you plan to solve the problem?
Activate
the
employee’s
thinking
Problem solved
Listening and
questioning skills
are essential
The 4P model
Questioning skills
• Closed-ended questions
– Confirming
– Checking knowledge
– Probing for specific details
• Open-ended questions
– How? Why?
– Eliciting in-depth information
Questioning skills:
posing the question
1. Ask clearly and precisely
2. Allow time for the listener to consider the
response and present it fully
3. Rephrase the question if the listener does not
understand the question or does not answer
the question adequately
Listening skills: The LACE formula
 L isten: Listen to what people say
 A cknowledge: Demonstrate understanding
 C heck: Verify mutual understanding
 E nquire: Ask for more information
FBI: Giving Feedback
that Improves
Employee Performance
Providing feedback: FBI
 Present the facts
 Describe a specific behaviour
 Identify clearly the impact of the behaviour
– Ask the employee to identify the causes of the
behaviour and to propose solutions
Effective feedback
• Has clear objectives
• Comes at the right time
• Ensures understanding by the employee
• Is calm, fair, and objective
• Focuses on issues the employee can
control
• Considers the opinions of the recipient
• Uses both verbal and non-verbal cues
When to combine coaching tools
• The employee lacks skills:
– EDAC
– 4Ps
– FBI
• The employee lacks confidence:
– 4Ps
– FBI
Session 3
Four steps
to successful coaching
Four steps to successful coaching
1. Identify needs
2. Plan
3. Implement coaching
4. Follow up and provide
feedback
1. Identify needs
• Observe the employee
• Identify areas for improvement
• Prioritise the employee’s needs
• Consider the role of coaching
2. Plan
• Identify the coaching objectives
• Establish the implementation period
• Prepare for implementation (review skills,
knowledge, and attitude requirements)
• Select the coaching tool(s) and the activities
to go with it
• Meet with employee to set objectives and
method
Coaching objectives
The objective should specify:
• The desired outcome
• The criteria for a successful
outcome
• The conditions for
implementation
he coaching objective is the outcome attained by the
employee as a result of the coaching process.
Coaching activities
Activity Purpose
Reading materials Provide additional information
Information gathering Study past experiences and outcomes
Self-assessment Encourage self-analysis and awareness of
personal development
Observing others Provide perspective on personal experience
Supervised implementation Enhance confidence
Apply feedback to work
Work experience (as
planned)
Create conditions for the employee to do the
job, solve problems, and make decisions
independently
Implement controls and identify additional
needs for coaching
Writing reports or
presentations
Consolidate lessons learned and experience
acquired
Agreement with the employee
Purpose of coaching
Coaching methods
Expected outcome
Time for implementation
3. Implement coaching
• Create a learning environment
that is open and encouraging
• Use skills and tools for coaching
• Remain flexible and choose
activities that fit the employee’s
learning style
4. Follow up and provide
feedback
• Check progress
• Provide feedback
• Give guidance, advice, and encouragement
Skills to supplement coaching
COMMUNICATION
COACHING
MOTIVATION
INFLUENCE
PROBLEM SOLVING
& DECISION MAKING
THANK YOU FOR YOUR
ATTENTION
ANY QUESTIONS

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EFFECTIVE COACHING AND TRAINING ESP.pptx

  • 2. Objectives • Define coaching at work and explain its benefits for the manager; • Apply coaching tools in the workplace; • Formulate and implement long-term coaching strategies. At the end of the course, participants will be able to:
  • 3. Content • Session 1: Coaching and its benefits for the manager • Session 2: Coaching skills and tools • Session 3: Four steps to successful coaching
  • 4. Session 1 Coaching and its benefits for the Manager
  • 5. The relationship between manager performance and employee performance The manager implements work via others The manager’s performance depends on staff performance The manager has the responsibility to maintain and improve the staff’s performance.
  • 6. How can a manager respond to an under-performing staff member? • Dismiss the employee • Increase staffing for the employee’s position • Change the employee’s role or tasks • Create incentives through salary or benefits • Do the employee’s work • Train or re-train the employee Will these responses solve the problem completely, effectively?
  • 7. Why not use coaching to improve the employee’s performance?
  • 8. What is coaching? Coaching is a form of training that allows the manager to enhance an employee’s skills by treating real work as a learning opportunity.
  • 9. How is coaching different from training? • In the workplace, linked with the job • Intended to improve performance • Not linked to a specific job • Intended to add or enhance skills and knowledge Coaching Training in class The manager can proactively control and monitor the outcome when coaching.
  • 10. Benefits of coaching For the manager • Improve staff performance • Enhance the manager’s reputation For the employees • Refine skills • Build self-confidence • Encourage proactivity
  • 12. When to use coaching The manager may use coaching when the employee: • Does not know how best to perform the job; • Needs to develop critical skills; • Has little experience with a particular job; • Lacks the confidence needed to solve problems and work independently; • Fails to do a job as required.
  • 15. Explain • Explain the purpose • Explain the process
  • 16. Demonstrate • Demonstrate each step that must be taken • Identify key steps or ideas • Provide criteria for assessment • Respond to employee’s questions • Share past experiences
  • 17. Apply • Help the employee repeat the process • Give the employee opportunities to practice the new skills • Follow up with the employee to monitor progress
  • 18. Consolidate • Achievements • Room for improvement • Plan of action
  • 20. Effective coaching through EDAC Here are some common mistakes that may limit a coach’s effectiveness: • Teaching too little or too much at one time • Providing inadequate demonstration • Lack of patience • Incomplete preparation • Tense learning environment • Inadequate encouragement • Insufficient feedback
  • 21. The 4ps: Helping Employees Solve Problems
  • 22. The 4P model What is your position? Position What problem are you encountering? Problem What are some possible solutions? Posibilities How do you plan to solve the problem? Plan
  • 23. What is your position? What is your position with respect to the problem? • What could be attained? • What should be attained? • What must be attained?
  • 24. What problem are you encountering? What is the problem? What is its impact? What are its causes? When evaluating the problem, strive to be: •Objective •Specific •Open-minded
  • 25. What are some possible solutions? What are some ways to solve the problem and meet your objectives? • Two ways of thinking: – Logical thinking – Creative thinking
  • 26. How do you plan to solve the problem? • Is there more than one possible solution? • Is one solution less costly than others? • What are the consequences, risks, and limitations of each solutions? • Do the solutions require outside support?
  • 27. What is your position? What problem are you encountering? What are some possible solutions? How do you plan to solve the problem? Activate the employee’s thinking Problem solved Listening and questioning skills are essential The 4P model
  • 28. Questioning skills • Closed-ended questions – Confirming – Checking knowledge – Probing for specific details • Open-ended questions – How? Why? – Eliciting in-depth information
  • 29. Questioning skills: posing the question 1. Ask clearly and precisely 2. Allow time for the listener to consider the response and present it fully 3. Rephrase the question if the listener does not understand the question or does not answer the question adequately
  • 30. Listening skills: The LACE formula  L isten: Listen to what people say  A cknowledge: Demonstrate understanding  C heck: Verify mutual understanding  E nquire: Ask for more information
  • 31. FBI: Giving Feedback that Improves Employee Performance
  • 32. Providing feedback: FBI  Present the facts  Describe a specific behaviour  Identify clearly the impact of the behaviour – Ask the employee to identify the causes of the behaviour and to propose solutions
  • 33. Effective feedback • Has clear objectives • Comes at the right time • Ensures understanding by the employee • Is calm, fair, and objective • Focuses on issues the employee can control • Considers the opinions of the recipient • Uses both verbal and non-verbal cues
  • 34. When to combine coaching tools • The employee lacks skills: – EDAC – 4Ps – FBI • The employee lacks confidence: – 4Ps – FBI
  • 35. Session 3 Four steps to successful coaching
  • 36. Four steps to successful coaching 1. Identify needs 2. Plan 3. Implement coaching 4. Follow up and provide feedback
  • 37. 1. Identify needs • Observe the employee • Identify areas for improvement • Prioritise the employee’s needs • Consider the role of coaching
  • 38. 2. Plan • Identify the coaching objectives • Establish the implementation period • Prepare for implementation (review skills, knowledge, and attitude requirements) • Select the coaching tool(s) and the activities to go with it • Meet with employee to set objectives and method
  • 39. Coaching objectives The objective should specify: • The desired outcome • The criteria for a successful outcome • The conditions for implementation he coaching objective is the outcome attained by the employee as a result of the coaching process.
  • 40. Coaching activities Activity Purpose Reading materials Provide additional information Information gathering Study past experiences and outcomes Self-assessment Encourage self-analysis and awareness of personal development Observing others Provide perspective on personal experience Supervised implementation Enhance confidence Apply feedback to work Work experience (as planned) Create conditions for the employee to do the job, solve problems, and make decisions independently Implement controls and identify additional needs for coaching Writing reports or presentations Consolidate lessons learned and experience acquired
  • 41. Agreement with the employee Purpose of coaching Coaching methods Expected outcome Time for implementation
  • 42. 3. Implement coaching • Create a learning environment that is open and encouraging • Use skills and tools for coaching • Remain flexible and choose activities that fit the employee’s learning style
  • 43. 4. Follow up and provide feedback • Check progress • Provide feedback • Give guidance, advice, and encouragement
  • 44. Skills to supplement coaching COMMUNICATION COACHING MOTIVATION INFLUENCE PROBLEM SOLVING & DECISION MAKING
  • 45. THANK YOU FOR YOUR ATTENTION ANY QUESTIONS

Editor's Notes

  1. Introduction by trainer: Full name Professional qualifications Work and teaching experience Management position (if any) Participants’ self-introduction: Full name Current position Work experience Objectives for the course
  2. Listen to the speaker: concentrate, be patient, focus all your attention on the speaker Signal that you understand the speaker: Non-verbal messages: eye-contact, nodding, leaning forward Verbal cues: “Oh, really?’, “Yes”, “Go on”, “I see” Check to see that you understand correctly and show the speaker that you do. You may ask a question to expand on a point made, summarise the speaker’s point, or interpret the speaker’s idea. Ask for more information: use open-ended questions to probe more information.
  3. When identifying the objectives of coaching, the manager should take a realistic perspective: What will the employee be able to do after the coaching? This objective should be identified clearly, including what the employee will be able to do, as well as how and under what conditions it should be done. Implementing a job – What activity should the employee do after the coaching? Note: Use action verbs (write, use, complete). Criteria – What criteria will be used to assess the outcome? These criteria should provide a measurable assessment of the employee’s performance. Conditions – Under what conditions will the employee’s new skills be evaluated (environment, machinery, programs, tools)? Example: Assemble an OHP within five minutes with all the knock-downs available and without using the handbook. Such a job-linked objective will help the manager identify the level of difficulty of the coaching content and the follow-up needed to measure the employee’s progress.