Welcome       to the   BEST Consulting                       Successful Consulting, Level II                              ...
FacilitiesLocation of: – Restrooms – Telephones and Messages – FAX Machines – Smoking Areas – Water and Sodas – Snacks
Workshop GroundrulesThis is a workshop and is designed tobe informal, however:– Respect others and their opinions; give th...
Workshop Overview                                     Caveat   We will not severely differentiate between coaching and me...
IntroductionsWho am I? – Rick Sell – Now it’s your turn!
Introductions…and you are?– How long with BEST Consulting, how     long in consulting in general?–   Current assignment an...
Workshop AgendaWork, Learn, Have Fun! –   Session: 4 hours –   Introductions –   Course Overview –   Discuss Topics –   Br...
Workshop OverviewWhat this workshop is: – A practical and pragmatic approach to  coaching and mentoring team members in a ...
Workshop Objectives                   Workshop                            OverviewUpon completion, you will be able to:  ...
Workshop Overview            Workshop Objectives          (con’t)Upon completion, you will be able to:   Define the steps...
Instructional MaterialsStudent Manual is provided as a valuable desk-topreference.Case Studies and Student Exercises are a...
Student Activity: Self-Assessment     Goal:    To provide you with an idea of how well you     perform in each area.    ...
Why Coach/Mentor?                Learning ObjectivesAfter completing this subject, you will be able to:  – Define the perf...
Examining The       Performance Environment   Formal evaluated, defined, and documented    organizational program contain...
Why Coach/Mentor?      Shifts in Behavioral Expectations                      AxiomChange is inevitable; people are advers...
Why Coach/Mentor?         What is Coaching and Mentoring? It’swhat we do all the time - we just don’t put  a name to it!...
Why Coach/Mentor?   What does Coaching and Mentoring Involve? Any  activity in which a coach/mentor and an  individual wo...
Why Coach/Mentor?Characteristics of an Effective Coach/Mentor  –   Excellent communication skills  –   Motivated  –   Enth...
Why Coach/Mentor?        Benefits of Coaching/Mentoring? Success,   Success, Success Win-win    situation Improved   pe...
Why Coach/Mentor?             Excuses for Failing to Coach/Mentor   Excuses are used by “others”, not consultants.   Exc...
Opportunities for         Coaching/Mentoring                 Learning ObjectivesUpon completion of this subject, you will ...
Opportunities for When:           Coaching/Mentoring  – Anytime a new team member comes on board.  – You (team leader) ar...
Opportunities for Goal:    Coaching/Mentoring  – Build teams.  – Coach/mentor yourself “out of a job”.  – Empower team me...
Opportunities for          Coaching/Mentoring  Develop and Document an Orientation Process The program has to be used to ...
Opportunities for             Coaching/Mentoring           The Cost of Failing to Coach/Mentor   Failure, Failure, Failur...
Coaching/Mentoring Process          Learning ObjectivesUpon completion, you will be able to:   Develop a systematic appro...
Coaching/Mentoring Process             The Model: Eight-Phased Approach   Phase 1 - Establish Goals   Phase 2 - Collect ...
Coaching and Mentoring for        Better Relationships          Learning ObjectivesAfter completing this subject, you will...
Coaching and Mentoring for      Better Relationships    The Communication Process Communication   is the transmission of ...
Communication ModelSenderhas idea
Sender     Senderhas idea   encodes           message How may the sender encode a message? Verbally or nonverbally By sp...
Sender     Sender  Channelhas idea   encodes carries           message message  What kinds of channels carry messages?  L...
NoiseSender      Sender  Channel        Receiverhas idea    encodes carries        decodes            message message     ...
NoiseSender      Sender  Channel             Receiverhas idea    encodes carries             decodes            message me...
?                NoiseSender     Sender  Channel   Receiver   Receiverhas idea   encodes carries   decodes    understands ...
Feedback                           travels to                           sender                   Noise Sender      Sender ...
Feedback                            travels to                            sender                    NoiseSender      Sende...
Feedback                        travels to                        sender                NoiseSender     Sender  Channel   ...
Feedback                        travels to                        sender                NoiseSender     Sender  Channel   ...
Feedback                   travels to                   senderSender                              Receiver           When ...
Feedback                    travels to                    senderSender           When the message is         Receiverhas i...
Try your skill ...Select the definition or explanation of thefollowing parts of the communica-tion process.1. Encoding is ...
Try your skill ...Select the definition or explanation of thefollowing parts of the communica-tion process.1. Encoding is ...
Try your skill ...2. Decoding is the process of:               a.   Avoiding noise and interference.   b. Selecting and or...
Try your skill ...2. Decoding is the process of:               a.   Avoiding noise and interference.   b. Selecting and or...
Coaching and Mentoring for        Better Relationships          Learning ObjectivesAfter completing this subject, you will...
Coaching and Mentoring for         Better Relationships    Nine Deadly Sins that Affect Relationships   Failing to Commun...
Coaching and Mentoring for       Better Relationships            Peer Relationships   Do:     – Be very sensitive to the ...
Effective Feedback Strategies             Learning ObjectivesUpon completing this subject, you will be able to: Recognize...
Effective Feedback Strategies           Importance of Feedback?   Positive communication; review the    communication mod...
EffectiveHow to Give Feedback              Feedback Strategies   Written correspondence. Write it and then live with it  ...
Effective Feedback Strategies                   Approaches to Feedback   Focus on the individual’s behavior, not the pers...
Effective Feedback Strategies      Using Feedback Effectively - Ask yourself:    Is this the right time?    Is this the ...
Effective Feedback (Praise)            Positive Feedback                              Strategies   Giving:     – Team mem...
Effective Feedback Strategies              Giving Negative Feedback (Criticism)   Tell the person exactly what you observ...
Effective Feedback Strategies                   Approaches to Feedback   Focus on the individual’s behavior, not the pers...
Effective Feedback Strategies            Receiving Negative Feedback   Listen, do not interrupt.   Ask for clarification...
Effective Feedback Strategies               Encouraging Feedback   Build a system which encourages feedback.   Feedback ...
Managing Team             Members Performance                Learning ObjectivesAfter completing this subject, you will be...
Managing Team          Members Performance              What motivates performers?   Coach/Mentor = Motivator   You are ...
Managing Team       Members Performance             Performance Level Know what the performance gap is. Address performa...
Managing Team        Members Performance          Indicators of Performance   Does the individual meet established standa...
Managing Team         Members Performance         Behavioral Performance Indicators   “They Won’t”     – They are not mot...
Managing Team         Members Performance                          80/20 rule   Having 80% of your time taken up by the 2...
Managing Team         Members Performance           Managing Substandard Performers   Identify substandard performers ear...
SummaryWhere your expectations met, if not, why not?Do you have any further questions? Now is thetime.Your suggestions, co...
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Coaching mentoring

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Coaching mentoring

  1. 1. Welcome to the BEST Consulting Successful Consulting, Level II Workshop Series Team Oriented Coaching and Mentoring Presentation by Rick Sell
  2. 2. FacilitiesLocation of: – Restrooms – Telephones and Messages – FAX Machines – Smoking Areas – Water and Sodas – Snacks
  3. 3. Workshop GroundrulesThis is a workshop and is designed tobe informal, however:– Respect others and their opinions; give them the space to successfully learn and grow.– Turn those phones off and put your beepers on vibrate - PLEASE?– Resist those that are trying to summon you until the break.
  4. 4. Workshop Overview Caveat We will not severely differentiate between coaching and mentoring due to the reasonable assumption that there are no overriding major fundamental differences between the two. For the purposes of this workshop the following semantic rules will apply: Synonymous words: – Performer, worker, co-worker, employee, team member, individual – Project team leader, team leader, supervisor, manager, management
  5. 5. IntroductionsWho am I? – Rick Sell – Now it’s your turn!
  6. 6. Introductions…and you are?– How long with BEST Consulting, how long in consulting in general?– Current assignment and skill sets– Hobbies/outside activities or interests– Last movie seen;would you recommend?– Important: What are your expectations of this course?
  7. 7. Workshop AgendaWork, Learn, Have Fun! – Session: 4 hours – Introductions – Course Overview – Discuss Topics – Breaks - What Breaks!!!
  8. 8. Workshop OverviewWhat this workshop is: – A practical and pragmatic approach to coaching and mentoring team members in a performance environment .What this workshop is not: – This workshop will not make you an expert coach/mentor, although it will lay a foundation for continued improvement.
  9. 9. Workshop Objectives Workshop OverviewUpon completion, you will be able to: Define a workplace performance environment. Explain the need for coaching and/or mentoring in a variety of organizational settings. List a variety of situations where coaching and/or mentoring can be effective. Apply strategies to improve interpersonal communication in the workplace. Implement techniques to improve your success when giving and receiving performance feedback.
  10. 10. Workshop Overview Workshop Objectives (con’t)Upon completion, you will be able to: Define the steps of an effective Coaching and Mentoring Model that can be used in hierarchical and team-driven environments. Execute strategies for dealing both with substandard performers. Develop or improve a system for accurately documenting all team member coaching and mentoring activities.
  11. 11. Instructional MaterialsStudent Manual is provided as a valuable desk-topreference.Case Studies and Student Exercises are an integralpart of this course, and essential events in yourlearning process - Please Participate?
  12. 12. Student Activity: Self-Assessment Goal:  To provide you with an idea of how well you perform in each area.  An opportunity to define your style  Provide a baseline for improvement.
  13. 13. Why Coach/Mentor? Learning ObjectivesAfter completing this subject, you will be able to: – Define the performance environment – Define performance coaching and mentoring – Describe the characteristics of an effective coach/mentor. – Explain the importance of coaching/mentoring in improving workplace effectiveness. – Identify and eliminate excuses for not coaching or mentoring.
  14. 14. Examining The Performance Environment Formal evaluated, defined, and documented organizational program containing: – Project Management Plan  Project performance goals (expected outcomes)  Performance baseline criteria – Continued Performance Improvement Plan – Individual (Team Member) Performance Plan:  Performance behavior expectations  Education and Training plan
  15. 15. Why Coach/Mentor? Shifts in Behavioral Expectations AxiomChange is inevitable; people are adverse to change Rolesand behavior are changing to match new demands in the workplace. Organizationsare moving from Hierarchical to Team Structure.
  16. 16. Why Coach/Mentor? What is Coaching and Mentoring? It’swhat we do all the time - we just don’t put a name to it! Influencing, helping, instructing, motivating, leading.
  17. 17. Why Coach/Mentor? What does Coaching and Mentoring Involve? Any activity in which a coach/mentor and an individual work toward individual performance improvement. Influencing, helping, instructing, motivating, leading. What are some other skills practiced by successful coaches and mentors?
  18. 18. Why Coach/Mentor?Characteristics of an Effective Coach/Mentor – Excellent communication skills – Motivated – Enthusiastic – Goal oriented – Creative – Patient What are some other characteristics of successful coaches and mentors?
  19. 19. Why Coach/Mentor? Benefits of Coaching/Mentoring? Success, Success, Success Win-win situation Improved perception of the consultants who take on active roles of coach and/or mentor. Increased business opportunities through success.
  20. 20. Why Coach/Mentor? Excuses for Failing to Coach/Mentor Excuses are used by “others”, not consultants. Excuses are nothing more than internal roadblocks. Excuses are a roadmap for failure.
  21. 21. Opportunities for Coaching/Mentoring Learning ObjectivesUpon completion of this subject, you will be able to: – Realize the cost of failing to coach/mentor. – Recognize opportunities for coaching and/or mentoring team members. – Develop a strategy for orienting new team members. – Explain the importance of developing team members performance.
  22. 22. Opportunities for When: Coaching/Mentoring – Anytime a new team member comes on board. – You (team leader) are off-site – The individual appears to be too dependent on you and other team members. – When changes take place in the workplace. – New processes, policies, procedures implemented. – A team member is failing, or is displaying the behavior to potentially to fail.
  23. 23. Opportunities for Goal: Coaching/Mentoring – Build teams. – Coach/mentor yourself “out of a job”. – Empower team members; allowing them to be independent. – Minimize impact of changes in the workplace. – Smooth implementation of new processes, policies and procedures. – Eliminate the need for formal counseling and retraining.
  24. 24. Opportunities for Coaching/Mentoring Develop and Document an Orientation Process The program has to be used to be effective. Show genuine personal interest in new people. Publish the Orientation Procedures. Develop and Use an Orientation Checklist. Evaluate, Train, and Assign “buddies”, then continually re-evaluate.
  25. 25. Opportunities for Coaching/Mentoring The Cost of Failing to Coach/Mentor Failure, Failure, Failure Lost team members Lost revenues Lost time Lost confidence in your credibility by management and other team members
  26. 26. Coaching/Mentoring Process Learning ObjectivesUpon completion, you will be able to: Develop a systematic approach to coaching and mentoring, using the formal eight-phase model. Set effective goals and objectives with your team members. Identify resources for individual development. Construct an Action Plan for individual development.
  27. 27. Coaching/Mentoring Process The Model: Eight-Phased Approach Phase 1 - Establish Goals Phase 2 - Collect Performance Data Phase 3 - Analyze Performance Phase 4 - Review and Modify Performance Goals as Needed Phase 5 - Identify Developmental Resources Phase 6 - Develop an Action Plan Phase 7 - Implement Strategies Phase 8 - Evaluate Performance
  28. 28. Coaching and Mentoring for Better Relationships Learning ObjectivesAfter completing this subject, you will be able to: Apply the Communication Process. Explain how coaching and mentoring can aid in building better relationships. Use your knowledge of communication to improve interpersonal relationships in the workplace. Learn to avoid the “Nine Deadly Sins” that affect relationships. Build stronger relationships with your team members, peers, and boss.
  29. 29. Coaching and Mentoring for Better Relationships The Communication Process Communication is the transmission of information and meaning from one individual or group to another. Contains the Communication Model. Buildingsolid two-way communications in your team cannot be overemphasized.
  30. 30. Communication ModelSenderhas idea
  31. 31. Sender Senderhas idea encodes message How may the sender encode a message? Verbally or nonverbally By speaking, writing, gesturing
  32. 32. Sender Sender Channelhas idea encodes carries message message What kinds of channels carry messages? Letter, memo, telephone, TV, report, computer picture, voice, body--Others?
  33. 33. NoiseSender Sender Channel Receiverhas idea encodes carries decodes message message message Noise How does a receiver decode a message? Hearing, reading, observing
  34. 34. NoiseSender Sender Channel Receiverhas idea encodes carries decodes message message message Noise What is noise? Anything that disrupts the process
  35. 35. ? NoiseSender Sender Channel Receiver Receiverhas idea encodes carries decodes understands message message message message Noise
  36. 36. Feedback travels to sender Noise Sender Sender Channel Receiver Receiver has idea encodes carries decodes understands message message message message NoiseHow can a communicator provide for feedback?Ask questions, watch responses, don’t dominateexchange.
  37. 37. Feedback travels to sender NoiseSender Sender Channel Receiver Receiverhas idea encodes carries decodes understands message message message message Noise What kind of feedback is better? Descriptive rather than evaluative.
  38. 38. Feedback travels to sender NoiseSender Sender Channel Receiver Receiverhas idea encodes carries decodes understands message message message message Noise Possible additional feedback travels to receiver
  39. 39. Feedback travels to sender NoiseSender Sender Channel Receiver Receiverhas idea encodes carries decodes understands message message message message Noise Possible additional feedback travels to receiver
  40. 40. Feedback travels to senderSender Receiver When is communication understandshas idea successful? message Possible additional feedback travels to receiver
  41. 41. Feedback travels to senderSender When the message is Receiverhas idea understood as the understands message sender intended it to be. Possible additional feedback travels to receiver
  42. 42. Try your skill ...Select the definition or explanation of thefollowing parts of the communica-tion process.1. Encoding is the process of: a.Creating a meaningful dialogue. b. Selecting and organizing symbols to represent a message. c. Understanding the meaning of amessage.
  43. 43. Try your skill ...Select the definition or explanation of thefollowing parts of the communica-tion process.1. Encoding is the process of: a. Creating a meaningful dialogue. b. Selecting and organizing symbols to represent a message. c. Understanding the meaning of amessage.
  44. 44. Try your skill ...2. Decoding is the process of: a. Avoiding noise and interference. b. Selecting and organizing symbols for feedback. c. Interpreting the meaning of communicated symbols.
  45. 45. Try your skill ...2. Decoding is the process of: a. Avoiding noise and interference. b. Selecting and organizing symbols for feedback. c. Interpreting the meaning of communicated symbols.
  46. 46. Coaching and Mentoring for Better Relationships Learning ObjectivesAfter completing this subject, you will be able to: Apply the Communication Process. Explain how coaching and mentoring can aid in building better relationships. Use your knowledge of communication to improve interpersonal relationships in the workplace. Learn to avoid the “Nine Deadly Sins” that affect relationships. Build stronger relationships with your team members, peers, and boss.
  47. 47. Coaching and Mentoring for Better Relationships Nine Deadly Sins that Affect Relationships Failing to Communiciate Effectively. Playing Games. Playing Favorites. Getting Involved with Individuals Personal Problems. Becoming Personally Involved with Team Members. Ignoring Performance Gaps. Treating Team Members Unfairly. Failing to build a Sound Foundation. Displaying a Lackadaisical Attitude.
  48. 48. Coaching and Mentoring for Better Relationships Peer Relationships Do: – Be very sensitive to the individual and their needs. – Allow an individual to correct their own mistakes, but monitor closely. Do Not: – Stand idly by while an individual is making a mistake. – Jump in and try to help too quickly, but don’t allow the problem get out of hand. – Set yourself up as a “know it all”. Reminder: An individual does not necessarily have to be on your immediate team for you to help.
  49. 49. Effective Feedback Strategies Learning ObjectivesUpon completing this subject, you will be able to: Recognize various types of feedback. Identify strategies for giving and receiving feedback. Give praise effectively. Give criticism constructively. Develop an environment that encourages the use of feedback.
  50. 50. Effective Feedback Strategies Importance of Feedback? Positive communication; review the communication model. An effective tool for building relationships. Potentially destructive if not used carefully. Team members must be coached and mentored in feedback strategies. Know what message you are trying to send. All important: Timing, Timing, Timing!
  51. 51. EffectiveHow to Give Feedback Feedback Strategies Written correspondence. Write it and then live with it for a period. Verbal communication. Practice before you deliver! Nonverbal communication. Watch that body language! Actions/Inactions. Timing, Timing, Timing! Trappings. Think about how do you present yourself?
  52. 52. Effective Feedback Strategies Approaches to Feedback Focus on the individual’s behavior, not the person’s personality. Avoid globalizing behavior. (always,never) Use “I” instead of “you” language.
  53. 53. Effective Feedback Strategies Using Feedback Effectively - Ask yourself: Is this the right time? Is this the right place? Is this the appropriate person? What is the best way to communicate my message? Is the feedback well thought out and valid? What problems might feedback create? Will my feedback damage the relationship? If yes, how?
  54. 54. Effective Feedback (Praise) Positive Feedback Strategies Giving: – Team members require positive motivation. – Be specific about what you liked. – Feedback should be given right after the performance. (Timing,Timing,Timing) Receiving: – Be courteous, say “thank you”. – Ask for clarification if you need it.
  55. 55. Effective Feedback Strategies Giving Negative Feedback (Criticism) Tell the person exactly what you observed. Explain exactly how you feel about the behavior and the impact. Solicit feedback. Show support and solicit possible solutions from the individual. Get a commitment to improve behavior. Reaffirm the individual’s worth.
  56. 56. Effective Feedback Strategies Approaches to Feedback Focus on the individual’s behavior, not the person’s personality. Avoid globalizing behavior. (always,never) Use “I” instead of “you” language.
  57. 57. Effective Feedback Strategies Receiving Negative Feedback Listen, do not interrupt. Ask for clarification or more information. Try to be objective. (Yes, it is hard!!!) Decide if the comments are valid. Now its your turn: Be polite and provide appropriate feedback. Say “thank you”.
  58. 58. Effective Feedback Strategies Encouraging Feedback Build a system which encourages feedback. Feedback empowers team members. Gives them buy-in to the process. Allow team members to fail. Remember: Feedback (communication) is a two- way street!
  59. 59. Managing Team Members Performance Learning ObjectivesAfter completing this subject, you will be able to: Determine what motivates performers. Recognize signs of negative behavior. Define strategies for dealing with substandard performers. Identify techniques to assist and reward above-average performers.
  60. 60. Managing Team Members Performance What motivates performers? Coach/Mentor = Motivator You are the motivator, its your responsibility to find out. Simplest method? Ask! Remember the individual, they all have separate needs, wants, and desires.
  61. 61. Managing Team Members Performance Performance Level Know what the performance gap is. Address performance gaps after determining what factors affect team members. Allocate your resources to address each group of performers separately: poor, average, superstar.
  62. 62. Managing Team Members Performance Indicators of Performance Does the individual meet established standards and goals? Are there complaints from other workers about this individual? What are the current quality and quantity levels? How much initiative and enthusiasm does the individual exhibit?
  63. 63. Managing Team Members Performance Behavioral Performance Indicators “They Won’t” – They are not motivated. “They Can’t” – They lack the ability. – Outside factors impede them. – Inadequate team leader guidance. “They Don’t Know How” – Lack of technical or job knowledge.
  64. 64. Managing Team Members Performance 80/20 rule Having 80% of your time taken up by the 20% of poor performers. You must be very careful not to neglect other performers while trying to “fix” a broken one.
  65. 65. Managing Team Members Performance Managing Substandard Performers Identify substandard performers early. Develop an Action Plan for improved performance. Superstars are potentially poor performers because they can be extremely disruptive to the team. You must be proactive in your approach to managing all performers, but especially substandard individuals.
  66. 66. SummaryWhere your expectations met, if not, why not?Do you have any further questions? Now is thetime.Your suggestions, comments, and constructivefeedback are honestly solicited.

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