This document outlines the objectives and key aspects of a coaching model for workplace performance improvement. It discusses the roles of a school head in coaching to strengthen competencies. Some main points covered include inferring the roles of a school head in coaching, deducing the competencies required for those roles, and explaining an effective coaching framework to appreciate coaching as a means of improving performance and organizational effectiveness. Competencies identified for a school head include teamwork, organizational awareness, managing others, creativity, systems thinking, collaboration, adaptability, cross-functional expertise, and networking ability.

3. Coach for
work
improvement
Coach for
maximum
performance
Coach to
strengthen
competencies
Coaching Model for DepEd
Source: RPMS Manual

4. Source: RPMS Manual
Coaching Steps

5. Session Objectives:
Infer one’s role/s as school head
in workplace coaching;

6. Session Objectives:
Deduce from these roles the
competencies required;

7. Session Objectives:
Deduce from these roles the
competencies required;

8. Session Objectives:
Explain an effective workplace
coaching framework;and

9. Session Objectives:
Appreciate coaching as a means
of improving performance and
organizational effectiveness

10. In Search of A Coach

11. “Is It Me?”

12. Role/s as a School
Head
Competencies
Required

13. The Bottom Line

15. The process of equipping
people with the tools,
knowledge, and
opportunities they need
to fully develop
themselves to be effective
in their commitment to
themselves, the company,
and their work.

16. A “designed alliance”
focused on developing
an individual to become
their “best self” and to
contribute their “best
fit” and talents.

17. An ego-less process in
which coachable
moments are created to
draw out distinctions
and promote shifts in
thinking and behavior.

18. This Might Work

19. Workplace Coaching
Client Coach
Structure
Modalities
Arrangements
Commitments
Active
Performance-
Based
Result-
Oriented
Mutually
Trusty
Collaborative
Performance
Development
Areas
Performance
Outputs and
Outcomes
Acoyong 2016, Adapted from the JEL Advising Framework of the T&D Component of Project SRIVE

21. Competencies required of a
school head as an “enabler”

22. Teamwork

23. Organizational Awareness

25. Managing Others

26. Creativity

27. Systems Thinking

28. Collaboration

29. Adaptability

30. Cross-Functional Expertise

31. Networking Ability

32. On a personal
note…