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- 1. Module 5 Coaching Session 1 Fundamentalsof of Coaching Copyright Kaushik Kundu
- 2. Initiating a discussionon Coaching • Do employee know what they should do and how they do it. • Does Performance Management is a matter of expecting tasks to be done correctly and on time time • If an employee is not able to perform then it means he does not know how to do it or his attitude is not good Copyright Kaushik Kundu
- 3. • Coaching interventionhelp managers to improve their performance and ultimately the performance of the overall organization. performance of the overall organization. • Lack of transfer in learning and lack of sustained behavioral change pointed toward the need for more individualized, more engaged, more context-specific learning Copyright Kaushik Kundu
- 4. Understanding Coaching • Coachrefers to the one who provides one-on-one coaching. • Coachee refers to the one who gets the professional service; namely, it is the executive. • Client refers to the stakeholders, including more senior executives and/or HR representatives. • Coaching has traditionally been viewed as a way to correct Coaching has traditionally been viewed as a way to correct poor performance and to link individual effectiveness with organizational performance • It emphasizes self-awareness and learning by the one-on- one relationship between the coach and the executive Copyright Kaushik Kundu
- 5. Defining Coaching • Coachinginvolves practical, goal-focused forms of one- on-one learning and behavioral change and also in groups as the preferred tool for behavior change • The purpose of coaching is • The purpose of coaching is to produce learning, behavioral change, and growth in the coachee for the economic benefit of the client that employs the coachee. Copyright Kaushik Kundu
- 6. Definitions and Purposeof Coaching Copyright Kaushik Kundu
- 7. Definitions and Purposeof Coaching Copyright Kaushik Kundu
- 8. The root ofcoaching (Maltiba et al. 2015), Copyright Kaushik Kundu
- 9. Benefits of Coaching –Improves quality and productivity – Boosts enthusiasm and morale – Strengthens relationships Strengthens relationships and communication – Increases job satisfaction – Improves teamwork – Builds trust and enhances loyalty Copyright Kaushik Kundu
- 10. Supervisor’s Role inCoaching A supervisor: • Should be motivated to see the work group succeed • Can use all information on hand • Has opportunity to coach and counsel • Has authority to carry out coaching • Is responsible for unit’s effectiveness • Is responsible for unit’s effectiveness Copyright Kaushik Kundu
- 11. HRD Professional’s CoachingRole • Provides training for coaches • Provides training to correct performance problems • Provides organizational development Source: Werner and DeSimone, 2006 11 • Provides organizational development support • Coaching is an HRD intervention Copyright Kaushik Kundu
- 12. The Role ofthe Coach • Establish and clarify goals of the session • Develop a plan to accomplish the tasks and responsibilities • Ensure team members have a clear definition and understanding of their roles and responsibilities Source: Werner and DeSimone, 2006 understanding of their roles and responsibilities • Align expectations with members of the team • Advise, instruct, and demonstrate desired teamwork behaviors and skills • Encourage and provide feedback for improvement • Acknowledge and reinforce desired behaviors when observed Copyright Kaushik Kundu
- 13. Difference between Coachingand Mentoring Mentoring Coaching (Source: Jarvis, 2004) Copyright Kaushik Kundu
- 14. A Conceptual Frameworkfor understanding coaching Source: Baek Kyoo Joo, 2005 Copyright Kaushik Kundu
- 15. Session 2 Coaching forperformance Coaching for performance improvement Copyright Kaushik Kundu
- 16. Coaching Strategy • Presentcoaching concept to leadership • Select coaches based on the characteristics and competencies of an effective coach • Conduct a session on coaching for the • Conduct a session on coaching for the appointed coaches • Match coaches with team members • Leverage current performance tools or create new tools to help coaches sustain a coaching environment Source: Werner and DeSimone, 2006 Copyright Kaushik Kundu
- 17. Performance Management and Coaching •Performance appraisal – The first step • Performance management – Employee goal setting Source: Wells Doty, Ed.D. 17 – Employee goal setting – Coaching – Rewards – Individual development Copyright Kaushik Kundu
- 18. Coaching to ImprovePoor Performance • Defining poor performance • Responding to poor performance performance • Conducting a coaching analysis • Using the coaching discussion Source: Werner and DeSimone, 2006 Copyright Kaushik Kundu
- 19. Defining Poor Performance •Definition: “Specific, agreed upon deviations from expected behavior” • Performance must be evaluated against some standard or against some standard or expected level of performance • Standards and expected levels of performance must be known by the supervisor and the worker Source: Werner and DeSimone, 2006 Copyright Kaushik Kundu
- 20. Types of PerformanceStandards • Absolute – Same scale or standard is applied to all subordinates • Relative Source: Werner and DeSimone, 2006 • Relative – Performance is evaluated relative to the performance of others Copyright Kaushik Kundu
- 21. Deviant Workplace Behavior •Production deviance – Working slowly, leaving early • Property deviance – Sabotage, lying about hours worked 21 – Sabotage, lying about hours worked • Political deviance – Showing favoritism, gossiping • Personal aggression – Harassment, abuse, stealing, etc. Source: Werner and DeSimone, 2006 Copyright Kaushik Kundu
- 22. Coaching for PoorPerformance Consider causes Encourage employee input Work to develop solutions Renegotiate goals and Renegotiate goals and objectives Agree on an action plan Schedule follow-up sessions Source: Werner and DeSimone, 2006 Copyright Kaushik Kundu
- 23. Responding to PoorPerformance • Causal Attribution Theory – People assign causes to behavior – Different actions are likely based on internal 23 Different actions are likely based on internal versus external attributions • Fundamental Attribution Error – Assumes or attributes behavior comes from a cause within a person – Supervisor may overlook other causes Source: Werner and DeSimone, 2006 Copyright Kaushik Kundu
- 24. Role of coaching,drivers and focus Copyright Kaushik Kundu
- 25. Role of coaching,drivers and focus Copyright Kaushik Kundu
- 26. Critical Success factorsfor coaching Copyright Kaushik Kundu
- 27. Session 3 Coaching Analysisand Techniques Coaching Analysis and Techniques Copyright Kaushik Kundu
- 28. Coaching Analysis • Theprocess of analyzing the factors that contribute to unsatisfactory performance • Deciding on the appropriate response to improve performance improve performance Source: Werner and DeSimone, 2006 Copyright Kaushik Kundu
- 29. Steps in ConductingCoaching Analysis 1. Identify the unsatisfactory employee performance. 2. Is it worth your time and effort to address? 3. Do subordinates know that their performance is not satisfactory? 4. Do subordinates know what is supposed to be done? 5. Are there obstacles beyond the employee’s control? 29 5. Are there obstacles beyond the employee’s control? 6. Does the subordinate know how to do what must be done? 7. Does a negative consequence follow effective performance? 8. Does a positive consequence follow nonperformance? 9. Could the subordinate do it if he or she wanted to? SOURCE: Fournies, F . F . (1978). Coaching for improved work performance.. Copyright Kaushik Kundu
- 30. Steps to Followin Conducting a Coaching Analysis • Identify the unsatisfactory performance • Decide if it’s worth YOUR time and effort • Find out if the worker knows that their work 30 • Find out if the worker knows that their work is not satisfactory • Does the worker know what is to be done? • Are there obstacles beyond the worker’s control? Source: Werner and DeSimone, 2006 Copyright Kaushik Kundu
- 31. Steps to Followin Conducting a Coaching Analysis – 2 • Does worker know HOW to do the job? • Does a negative consequence follow effective performance? • Does a positive consequence follow 31 • Does a positive consequence follow nonperformance? • Can the worker do the job if he/she wants to? • Can the job or task be modified? • What if the problem persists? Source: Werner and DeSimone, 2006 Copyright Kaushik Kundu
- 32. The Coaching Discussion •Kinlaw’s Approach: – Confronting or presenting – Using reactions to develop information – Resolving or resolution Source: Werner and DeSimone, 2006 – Resolving or resolution Copyright Kaushik Kundu
- 33. The Coaching Discussion– 2 • The Fournies Approach: – Get agreement with worker that a problem exists – Mutually discuss alternative solutions to the problem Source: Werner and DeSimone, 2006 problem – Mutually agree on actions to be taken – Follow-up to measure results – Recognize achievement when it happens Copyright Kaushik Kundu
- 34. What if CoachingFails? • Transfer the employee to work that the employee can do • Terminate for substandard performance • Have adequate documentation of coaching Source: Werner and DeSimone, 2006 • Have adequate documentation of coaching efforts to support termination! Copyright Kaushik Kundu
- 35. Maintaining Effective Performanceand Encouraging Superior Performance • Must reward good performance • Use: – Goal Setting Source: Werner and DeSimone, 2006 – Goal Setting – Job redesign – Worker participation – Job ownership Copyright Kaushik Kundu
- 36. Manager-Coach Responsibilities • Provideevaluation – Self-evaluation can be difficult – People often focus on their weaknesses • Manager-coach can: Source: Werner and DeSimone, 2006 • Manager-coach can: – see the big picture – make suggestions for improvement – reinforce company values Copyright Kaushik Kundu
- 37. Coaching techniques – Facilitation CopyrightKaushik Kundu
- 38. The GROW model –GROW: • goal • current reality • options • will 39 The GROW Model raises an individual’s awareness and understanding of: their own aspirations; their current situation and beliefs; the possibilities and resources open to them; and the actions they want to take to achieve their personal and professional goals Copyright Kaushik Kundu
- 39. GROW Model (Grahamand Whitemore) Copyright Kaushik Kundu
- 40. Session 4 Coaching Skillsfor Managers Coaching Skills for Managers Copyright Kaushik Kundu
- 41. Example of acoach- Chak De India Copyright Kaushik Kundu
- 42. Characteristics of an EffectiveCoach • Communication • Communicating Instructions • Providing Feedback • Listeningfor Understanding Performance Improvement Setting Performance Goals Rewarding Improvement Dealing With Failure Assessing Strengths and Weaknesses Relationships Building Rapport and Trust Motivating Others Working With Personal Issues Confronting Difficult Situations Execution Responding to Requests Following Through Copyright Kaushik Kundu
- 43. Coach as skillbuilder Copyright Kaushik Kundu
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- 49. Skills for EffectiveCoaching • Communication skills • Interpersonal skills Source: Werner and DeSimone, 2006 Copyright Kaushik Kundu
- 50. Communication Skills • Managersshould have the ability to listen to employees and to get them to understand what effective performance is and how to achieve it. Source: Werner and DeSimone, 2006 achieve it. • Writing skill • Speaking skill • Active listening skill Copyright Kaushik Kundu
- 51. Communication skills • Attendingskill: Maintaining eye contact, Speaking in a warm and natural, and Encouraging • Feedback: Provide clear and accurate feedback, non judgmental attitude, timely and to correct the behavior the behavior • Paraphrasing: concise restatement • Reflection of feeling • Open and closed questions • Focusing on difficult areas and how to deal with Source: Werner and DeSimone, 2006 Copyright Kaushik Kundu
- 52. Writing Skills • Acceptablegrammar and spelling • Clear and concise style • Example: Facts, Discussion, Recommendation (FDR) Source: Werner and DeSimone, 2006 (FDR) Copyright Kaushik Kundu
- 53. Speaking Skills • Specificand descriptive • Focused on the issue at hand • Polite and respectful • Focused on the problem, not the person Source: Werner and DeSimone, 2006 • Focused on the problem, not the person • Objective, not based on feelings Copyright Kaushik Kundu
- 54. Active Listening • Morethan, “I hear you” • Must listen for what the other person is trying to say • Specific techniques are needed Source: Werner and DeSimone, 2006 • Specific techniques are needed • It is NOT easy! Copyright Kaushik Kundu
- 55. Active Listening– 2 •Use open-ended questions to get information: – Can’t be answered with simple yes or no • Use closed questions to get a yes or no Source: Werner and DeSimone, 2006 • Use closed questions to get a yes or no answer • Active listening takes a lot of work! Copyright Kaushik Kundu
- 56. Interpersonal Skills • Showrespect for the individual • Immediacy: Focusing on the present, dealing with problems as they occur • Be objective: Emphasizing factual information Source: Werner and DeSimone, 2006 • Be objective: Emphasizing factual information over subjective opinion • Plan ahead Copyright Kaushik Kundu
- 57. Interpersonal Skills –2 • Affirm the efforts of others: Committing on the employee success • Be consistent • Build trust Source: Werner and DeSimone, 2006 • Build trust • Demonstrate commitment to and respect for others • Integrity, Integrity, Integrity!!! Copyright Kaushik Kundu
- 58. Session 5 Evaluation ofCoaching Performance Evaluation of Coaching Performance Copyright Kaushik Kundu
- 59. Effectiveness of Coaching •Hard to measure objectively • Can be measured in many ways • Some coaches ARE better than others • Others need to keep working to improve Source: Werner and DeSimone, 2006 • Others need to keep working to improve their coaching skills; good coaching skills can be learned Copyright Kaushik Kundu
- 60. Performance Appraisal Interview •Major source of employee feedback • Gives employee the chance for feedback and participation in the process • Allows the coach to affirm his/her support Allows the coach to affirm his/her support • Provides opportunity for constructive criticism – both ways – Focus on the problem, not the “personality” • Time to mutually set next period’s goals and objectives • Provides mutually understood basis for improvement Source: Werner and DeSimone, 2006 Copyright Kaushik Kundu
- 61. Training the Supervisor/Appraiser Effectivetraining: • Helps the appraiser to be credible • Promotes acceptance of appraisal Source: Werner and DeSimone, 2006 • Helps provide accurate feedback • Assists the supervisor in demonstrating support for the employee Copyright Kaushik Kundu
- 62. Organizational Support • Organizationneeds to support their coaching and performance management efforts • Takes time, training, and money Source: Werner and DeSimone, 2006 • Takes time, training, and money • Needs to be part of the corporate culture • Needs to be linked to compensation, rewards, and promotion systems Copyright Kaushik Kundu
- 63. Perspectives on evaluatingoutcomes Copyright Kaushik Kundu
- 64. Enabling factor toachieve success in coaching Copyright Kaushik Kundu
- 65. A framework forcoaching evaluation Copyright Kaushik Kundu
- 66. Examples of measurement CopyrightKaushik Kundu
- 67. Examples of Measurement CopyrightKaushik Kundu
- 68. An integrated modelof factors affecting coaching evaluation Copyright Kaushik Kundu
- 69. Summary • Worker participatesin discussions • Worker helps set goals for improvement • Feedback is specific and behavioral • Coaches are supportive and helpful 70 • Coaches are supportive and helpful • Supervisor needs to know the worker’s job • Coaches need support and training Source: Werner and DeSimone, 2006 Copyright Kaushik Kundu