This module introduces coaching for performance and defines key coaching concepts. It discusses the history of coaching dating back to Socrates, provides definitions of coaching, and outlines the benefits of coaching such as growth, performance improvement, and retention. It describes the coach's role in helping associates develop and lists important coaching elements like building relationships and providing feedback. It also offers guidance on when and who to coach.

1. Introduction to Coaching
Module 1
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2. Module Overview and Objectives
 This module will introduce the topic of coaching for
performance.
 We will define :
 What is and is not coaching
 The benefits of coaching
 Your role as a coach
 When to coach
 Who to coach
 You may go through this module at your own pace using the
previous/next slide buttons on the bottom right of each slide.
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3. The History of Coaching
 Coaching can be traced
back to the time of
Socrates, over 2,400
years ago!
 Socrates used dialogue
and questioning to elicit
greater insight and
understanding through
questioning and
reflective reasoning.
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4. History of Coaching
 Coaching entered the workplace in the 1950s
 It was recommended as an effective
management tool for guiding and developing
subordinates (Mace, 1950)
 Coaching grew slowly throughout the next few
decades, and then worked its way into common
management practices in the 1990s
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5. Coaching Definitions
Coach – person who provides one-on-one teaching,
training or development in which an individual gets
support while learning to achieve a specific personal or
professional result or goal.
Coachee - individual receiving coaching service
Internal Coaches – employees of the organization who
are coaches.
 You will be internal coaches, and will receive the
necessary training to use coaching effectively to
develop your subordinates throughout this course.
(Carey, et al., 2011)
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6. What is Coaching?
Coaching has numerous definitions, but for our purposes
we will define employee coaching as:
 A developmental activity in which an employee works
with his/her direct supervisor,
 to improve current job performance and enhance
his/her capabilities for future roles and/or challenges,
 the success of which is based on an effective
relationship between the employee and supervisor
 The use of objective information, such as feedback,
performance date, or assessments
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7. Coaching
 Affects individual performance by encouraging
(or discouraging) specific behaviors
 Provides a context to guide future performance
 Gives employees an opportunity to express their
needs, concerns, and expectations
 Can enhance employees’ motivation and
commitment when delivered constructively
 Offers the opportunity to make modifications to
job requirements/goals
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8. Coaching
 IS:  IS NOT:
 An ongoing collaborative  A one time interaction
process  A one way method for
 A partnership between everyone
employee and direct  Telling people what to do
supervisor  Counseling
 Focuses on immediate
performance problems
and learning opportunities
 Unique to each person
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9. Benefits of Coaching
You may be asking yourself, “Why am I doing this training?”.
Coaching can provide a variety of benefits including:
 Growth & development of associates
 Improved associate performance, which can lead to increased
productivity
 Fostering a positive work culture in the form of greater job
satisfaction and higher motivation
 Generates new ideas to solve problems
 A way to manage change, conflict, and improve
communication & relationships
 Improved retention- associatess are more committed and
motivated when their supervisor takes time to help them
improve their skills
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10. What is your role as a coach?
 Broadly, your role as a coach is to help your
associates grow and develop
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11. Coaching includes a variety of
activities…
 Observing performance
 Correcting poor performance
 Providing instruction
 Recognizing excellent performance
 Directing associate efforts
 Listening to associate concerns and ideas
 Providing support and encouragement
 Removing barriers to performance
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12. Important Elements
So, how will you help your employees grow and develop?
 By building a strong relationship
 Communicating clear expectations
 Helping to define problems and set goals
 Addressing skill and performance problems
 Providing feedback
 Following up to check progress and understanding
We will discuss each one of these elements in detail in other
modules
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13. When should I coach?
 Don’t expect to solve problems in one session -
Coaching is an ongoing process, taking place as the
need or opportunity arises.
 Often, coaching occurs informally as you discuss goals,
challenges, and on-the-job performance with employees
and provide helpful feedback during day-to-day
encounters.
 The coaching process can be more focused and formal,
setting up structured meetings with a coachee to
establish goals and review progress.
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14. When to coach
 Offer coaching if you see a need, but first explain what
you’ve observed and why you think coaching would be
valuable.
 Avoid coaching if unproductive behavior is deeply
rooted and occurs across a broad range of situations.
Such problems usually don’t clear up with coaching.
 Find opportunities to strengthen your coaching skills.
Regular practice improves a coach’s effectiveness.
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15. Who do I coach?
 Associates who either have a performance problem or
skills gap - both are ideal targets for coaching.
 As an experienced supervisor, you have plenty of
knowledge to share with each of these associates.
 Since you have limited time, it’s best to invest it in
coaching opportunities that will deliver the highest
return. For example:
 A new associate that needs direction
 A direct report that is almost ready for new responsibilities and needs
just a bit more help
 A problem performer that can be brought up to an acceptable level of
work if he/she receives some guidance
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16. Who to coach
 Coach associates who are aware of a
performance problem or skill gap and who are
motivated to address the situation.
 Don’t try to force coaching on someone who
doesn’t want to improve, or who isn’t aware that
he or she has a performance problem.
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17.  But remember, because coaching is based on
mutual agreement, it’s not always the best way to
handle certain performance problems.
 You need to intervene more directly when an
associate has clearly violated Shaw policy or
organizational values, or performance remains
the same despite multiple coaching sessions
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18. This completes Module 1
 We have finished our introduction to coaching.
The next module will go into detail about
coaching skills you will need to conduct
coaching effectively.
 You must complete the short quiz about Module
1, Introduction to Coaching, before moving on
to Module 2.
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