This document provides an overview of coaching styles of management. It discusses situational leadership theories and how managers should adjust their leadership style based on the readiness of their followers. The document focuses on defining coaching, explaining its benefits over simply training employees, and outlining models for how to coach, including the GROW model. Coaching is presented as the most effective manager activity for ensuring employee success but also an area where managers typically underperform.

1. Introduction to Management 1
Lecture 2: The coaching style of
management
Stage 2 Session 2

2. Overview
• Styles of management – linked to Situational Leadership
(Blanchard)
• Management situations – what the manager does
• Update to focus on coaching – study from SEB that indicates
the sales impact of coaching
• What it is, what it is not and how it works
• Critique of GROW model, offer alternatives
2

3. Learning Outcomes of this lecture
• To understand how to effectively manage through others –
how to tailor management behaviour to situations and
contexts
• To appreciate more the ‘state’ of the recipient of the
‘management’ and how to best influence their behaviour
• To provide a deeper understanding of what coaching is, how
to apply it, and and why it is crucial for success in business

4. Situational Theories
• Hersey–Blanchard Situational Leadership Model
(1960’s)
– A model aims to provide a practical way to decide how to
adapt his or her style to the task.
– Model focuses on four styles:
• The delegating style lets the members of the group decide what to
do.
• The participating style asks the members of the group what to do,
but makes the final decisions.
• The selling style makes the decision but explains the reasons.
• The telling style makes the decision and tells the group what to do.
May 2, 2006 LIS580- Spring 2006 4

5. Situational Leadership
• Situational theory
• Managers should adjust their leadership styles—telling,
selling, participating, and delegating—in accordance with the
readiness of their followers
• Acceptance: effectiveness reflects the reality that it is the
followers who accept or reject the leader
• Readiness: A follower’s ability and willingness to perform
• At higher levels of readiness, managers respond by reducing
control over and involvement with employees
May 2, 2006 LIS580- Spring 2006 5

6. Summary of the Situational Model
6

7. Applying the Situational Model
May 2, 2006 7

8. Coaching Style Video – is this coaching?
http://www.youtube.com/watch?v=WO4tIrjBDkk
http://www.youtube.com/watch?v=WO4tIrjBDkk
Consider what is effective and less effective about the behaviours you observe
8

9. Coaching definition
Ongoing and
dynamic
Job
embedded
interactions
Behaviors Between two
employees
Specific to
the receiving
individual
To diagnose,
correct and
reinforce

10. What is involved in Coaching
10
Style
Mindset
Skills
• Observing/attending
• Questioning/probing
• Constructive challenging
• Holding to account
• Seeing different perspectives
• Encouraging and supporting
• Trusting
• Paraphrasing
• Giving and receiving feedback
effectively
• Recognizing and expressing feelings
• Mutual respect
• Willingness to influence and be influenced
• Safety to share personal vulnerabilities
• Empathy for individuals challenges, fears and persona l
obstacles
• Full attention to how the other person is being as well
as what they are doing
• Demonstrate personal interest in the success of the
other person
• Space to see, hear and be truthful
• No judgments
• Push v Pull

11. 11
The Coaching Continuum
Directing Supporting/Facilitating
(Prescribing, Informing, Confronting)
Demonstration and (some) telling
Giving specific recommendations
Imparting knowledge to individual
Directing individual to specific areas that
need attention
Solving someone’s problems
(Cathartic, Catalytic, Supporting)
Encouraging, exploring issues in
open-ended two-way discussion
Supporting low levels of confidence
Asking questions
Helping someone to solve own problems
Delegating
“Push”
Good coaches flex continually between these different
styles, depending upon the needs of the coachee
“Pull”

12. What Style, When?
12
DIRECTIVE SUPPORTIVE
 Under performers
 When coachee has poor self-insight
and is unaware of negative impact
 When it is unclear to the coachee
what constitutes success
 When significant risk to the business
 Time is limited
 When you possess a lot more
knowledge and experience
 High performers, self starters
 When coachee has good self-insight
 Where “successful” performance
is clearly understood
 When the coachee is already
highly skilled
 When commitment from
coachee is critical for success

13. Coaching Is Both The Manager Activity
Most Closely Associated With Rep
Success…
Team Percentage to Goal by Coaching Time per sales person per Month
Teams not receiving coaching
underperform by a significant margin.
90% 92%
107%
120%
100%
80%
Low (< 2 Hours per
Rep per Month)
Average (2 to 3 Hours
per Rep per Month)
High (3+ Hours per
Rep per Month)
Percentage of Goal
Source : Sales Executive Council n = 2,400.
13
On average, teams that report
receiving more than three hours of
coaching per month exceed their
goals by 7%.

14. …And The Key To Maximising Value Of Training
Efforts…
100%
13%
Day 1 Day 30
14
22%
88%
Training Alone Training and Coaching
Retention of Sales Training
Without Systematic Coaching
Without on-the-job
reinforcement, reps lose 87%
of training within one
month…
Productivity Impact of Training
Combined with Coaching
…but combining training with coaching
improves returns four-fold relative to
training alone.

15. …It Is, Regrettably, Also The Activity That Managers
Perform Least Well
0.09
0.06 0.05
0.02 0.02
-0.01 -0.02 -0.03
0.1
0
-0.1 -0.08 -0.09
Customer and Market
Knowledge
Rewarding Individual Sales
Performance
Product and Service
Knowledge
Ability to Gather Sales
Resources
Sales Experience
Ability to Provide Direction
Fair Allocation of Sales
Opportunities
Effective Decision Making
Creativity/Innovation in
Improving Performance
Coaching
Difference from Average
Manager Skill Index
Relative Strengths/Weaknesses of Sales Managers
Manager Skill Index
Sales managers repeatedly underperform in the critical skill area of coaching
their reps.

16. Why Coaching For High Performance?
* Sales Executive Council
“Intention to Stay at Company “ by Sales Performance & Coaching
Effectiveness
0.80
0.00
(0.80)
Difference in “Intention to Stay at
Co” compared to mean
(0.53)
(0.07)
(0.60)
(0.63)
0.49
0.70
(0.27)
0.57
0.26
0.58
Low Perf. Low/Ave Perf. Ave. Perf. Ave/Star Perf. Star Perf.

17. How Do I Coach? The GROW Model
(Whitmore)
TOPIC:
INITIAL
UNDERSTANDING
GOAL FOR
SESSION
Will TO EXECUTE
REALITY:
WHO,
WHAT,
WHERE
HOW MUCH
CLARITY,
COMMITMENT,
SUPPORT
OPTIONS:
WHAT IS
POSSIBLE

18. Topic
This is setting the boundaries for the discussion:
• Scale
• Importance
• Emotional significance
• Understand specifically what the person wants to
talk about

19. Goals
• Establish the desired outcome of the conversation
• Identify and agree to a number of achievable
outcomes within the session, and maybe longer

20. Reality
• Get an accurate picture of the problem
• Discuss and become more aware of all aspects of the
topic
• The goal for the coach is simply to UNDERSTAND (not
to fix it, offer guidance, advice or conclusions!)

21. Reality
21
: affected by everything
underneath
Above is what you
observe
Underneath is how
you explain
Performance
Situation
Skills
Experience
Motivation
Temperament/
Self Esteem

22. Options
• Draw out a list of possibilities that address the goals
• Encourage the person to think. Do not think for
them
• Do not judge or evaluate the options
• Like a brainstorming session

23. Will to execute
• Have the person being coached select the
most appropriate option
• Agree to the next steps
• Check commitment

24. Some Coaching Questions?
• Can anyone coach?
• Can a good coach coach anything?
• Do you need subject matter expertise?
• What does it feel like coaching?
• What does it feel like being coached?
• How much should a coach ask questions and how much
tell?
• What questions does it raise about the receiver of
coaching?
• How much coaching do you observe in Willis?

25. Coaching problems – from the literature, though
limited research
1. The coach may have a tendency to prescribe simplistic solutions to complex
organisational or life/balance issues.
2. People being coached may have major interpersonal difficulties.
3. The coach may share his/her opinion too early. (Coaches need to remember that
coaching is 80 per cent listening and 20 per cent talking.)
4. The coach may fail to follow through on monitoring and homework
5. The coach may respond to self-imposed pressure or perceived pressure from the
person being coached and his/her organisation to achieve quick results, and
the outcome will be superficial rather than sustained.
6. If either party lacks particular self awareness then there is a likelihood that the
relationship will be unproductive. The discussions may be enjoyed, but nothing
happens.

26. Movie

27. End of Lecture
Note: This recording is for your
personal use only and not for further
distribution or wider review.
© Pearson College 2013