The document discusses the role of a manager as a coach, explaining that coaching involves helping employees reach their full potential through purposeful conversations that enhance performance, motivation, and development. It defines coaching as unlocking a person's potential to maximize their performance by helping them learn rather than teach, and explores various coaching models and skills managers can use to effectively coach their employees.

1. Public sector breakfast club
Exeter, February 2018

2. The manager as a coach
Sharn Atherton
Coaching and Development Manager

3. Aim
• The role of a manager as a coach to enable
purposeful conversations enhancing performance,
motivation and development to deliver results

4. Motivation factors
• Autonomy
• Relatedness
• Competence
Ragan and Deci, 2000

5. Performance formula
Performance = Goals + Skill + Attitude
Goals Direction, focus
Skill Skills, knowledge, experience
Attitude Drive, hunger, willingness, passion,
commitment, belief, confidence,
desire

6. The role of a manager
Drucker's 5 Functions
1. Set objectives and establish goals
2. Organize tasks, coordinate allocation, right roles for right people
3. Motivate and communicate
4. Establish targets that measure results and clarify outcomes
5. Develop people, training and nurturing

7. Six leadership styles defined by
Goleman (2000)
• Coercive
• Authoritative
• Affiliative
• Democratic
• Pace Setting
• Coaching

8. Ask your neighbour
What is coaching and what does it mean to you in the
context of being a manager?

9. Coaching perspectives
“Coaching is helping another person reach higher levels
of effectiveness by creating a dialogue that leads to
awareness and action”
Brian Emerson and Anne Loehr
“Coaching is the predominant style of managing and
working together, and where a commitment to grow the
organisation is embedded in a parallel commitment to
grow the people in the organisation.”
Clutteruck and Megginson (2005) describing a coaching culture

10. Definition of coaching
‘Coaching is unlocking a person’s potential to
maximise their own performance. It is helping them
learn rather than teaching them.’
(Whitmore 1992)

11. Push v Pull
Letting go
Asking questions that
raise awareness
Making Suggestions
Giving Feedback
Offering Guidance
Giving Advice
Instructing
Telling
Push
Providing
solutions
Pull
Helping
someone
identify their
own solutions

12. Performance formula
Performance = Goals + Skill + Attitude
Goals Direction, focus
Skill Skills, knowledge, experience
Attitude Drive, hunger, willingness, passion,
commitment, belief, confidence,
desire

13. Skills and behaviours of a coach
Candid &
Challenging
Creating Trust
Giving
Encouragement
& Support
Building Rapport Being Objective
•Active Listening
•Questioning
•Observation
•Feedback
Focusing on
future opportunities
Working from the other
persons agenda
Context
Style
Skill Areas

14. GROW
GROW
Goal
Reality
Options
Will
Reality
• Invite self assessment
• Offer specific examples of feedback
• Avoid or check assumptions
• Discard irrelevant history
Options
• Cover the full range of options
• Invite suggestions
• Offer suggestions carefully
• Ensure choices are made
Will
• Commit to action
• Identify possible obstacles
• Make steps specific and define timing
• Agree support
Goal
• Agree topic for discussion
• Agree specific goal of session
• Set long term goal if appropriate

15. Coaching models
GROW OSCAR
(Andrew 2009)
CIGAR
(Cook 2009)
Goal
Reality
Options
Will
Outcome
Situation
Choices & consequences
Actions
Review
Current situation
Ideal outcome
Gap between C & I
Action plan
Review
Coaching and the GROW model

16. Time to coach!
In groups of 3 practise coaching:
1. Coach
2. Coachee
3. Observer

17. “If we treat a man as he is,
we make him less than he is.
If we treat a man as though he already
were what he potentially could be,
we make him what he should be.”
Goethe

18. Keys to success
Forbes (2015) / Virgin (2017)
Happy employees
Happy clients
Profitable
business

19. A spectrum of interventions
1. Give
2. Impart
3. Seek
4. Enable
5. Elicit
6. Affirm
Directive
Non-Directive

20. A spectrum of interventions
1. Give
2. Impart
3. Seek
4. Enable
5. Elicit
6. Affirm
Directive
Non-Directive
Coach usually relies on
more facilitative
interventions
Mentor, imparting
knowledge and advise

21. ICF coaching competencies
A. Setting the Foundation
1. Meeting Ethical Guidelines and Professional Standards
2. Establishing the Coaching Agreement
B. Co-creating the Relationship
3. Establishing Trust and Intimacy with the Client
4. Coaching Presence
C. Communicating Effectively
5. Active Listening
6. Powerful Questioning
7. Direct Communication
D. Facilitating Learning and Results
8. Creating Awareness
9. Designing Actions
10. Planning and Goal Setting
11. Managing Progress and Accountability www.coachfederation.org.uk

22. All information correct at time of production.
The information and opinions expressed within this document are no
substitute for full legal advice. It is for guidance only and illustrates
the law as at the published date. If in doubt, please telephone us on
0370 270 6000.
© Browne Jacobson LLP 2018 – The information contained within this
document is and shall remain the property of Browne Jacobson. This
document may not be reproduced without the prior consent of
Browne Jacobson.