coaching skills workshop€¦ · accredited coaching skills –workshop 1 accredited coaching...

© notion limited ACCREDITED COACHING SKILLS – WORKSHOP 2 - PREWORK

ACCREDITED COACHING SKILLS WORKSHOP

PRE-WORK

Day 3


Pre-work Please complete the following pre-work exercises and bring them with you to the final day of your coaching skills workshop. Some focused high quality work here will make a huge impact on the value you get out of the programme. 1. Re-read through the workbooks from Days 1 & 2 to refresh

yourself on the materials • 30 minutes

2. Review your Primary Focus

• 10 minutes

3. Review of coaching conversations • 10 minutes

4. Review and update your PDP

• 30 minutes 5. Complete the ‘VAK Learning Style Indicators Questionnaire’ at

the back of this document • 10 minutes

Please also bring with you your workbooks from Days 1&2, your updated PDP and your business diary, to book your final supervised coaching circle.


Review of Primary Focus


Review your Primary Focus, and any other personal ROI measures from the 1st workshop, and determine 2-3 issues / areas that you would like to be coached on during the coaching practise sessions

1 ________________________________________________

________________________________________________

________________________________________________

2 ________________________________________________

________________________________________________

________________________________________________

3 ________________________________________________

________________________________________________

________________________________________________


Primary Focus for Coaching & PDP Planning

During the workshops you will have the opportunity to be coached. To maximise the value of this please identify some specific elements that you want to measurably improve. This document helps you with the pre-thinking to set the agenda for your coaching. They are likely to be replicated in your PDP.

To get the most from your development programme, it will be important to think about 1 or 2 things that are holding you back from delivering your best performance. Try to get plenty of stimuli so that you can really pinpoint what exactly it is that you want to improve.

Remember none of us are ever the finished article! It’s not embarrassing to admit you are not perfect at something you think a leader should be. Nothing is out of bounds! Being honest with yourself and open with your coach and line manager about where you can improve signals strength not weakness.

• Think about feedback you have received – particularly where it felt uncomfortable. Your 360o, Personal SWOT, or performance review will be helpful, but don’t rely solely on them. Simply asking people “What is the one thing that I could improve that would make help me be brilliant?” (And really listening to their answer!), may help you to pinpoint more exactly what you want to work on.

• Your area of focus could be related to an M&B competency that you want to improve, or specific organisational strategic goals that you know the organisation is working towards that you don’t currently feel fully equipped to perform.

• Be as specific as you can. For example, if you are working on competencies following feedback from your performance review, think more deeply and beyond the competency definitions to get to the root cause of what you specifically need to improve. So instead of your header being “Leading to Win”, consider if your specific development need is “Listening intuitively to pick up feelings as well as directly expressed responses” or “Developing the confidence to engage in challenging conversations sooner rather than later”.

• Think about the “how” you will achieve your goals as much as the “what” you will achieve. Perhaps use our M&B Values to stimulate your thinking so that you plan positively for potential contradictions - so when developing one area, think about what you need to do to consider the impact on other values at the same time. For example, when thinking about how to improve Drive, through being more decisive, you may have to think about getting regular feedback so that you manage expectations so you are not perceived as disrespectful when you don’t consult with everyone.

• In addition to M&B competencies and values, some other common areas for development which coaching has helped other employees in M&B to achieve improve includes: Influencing Upwards, Gravitas and Presence, Stakeholder Management, Tough-Mindedness (making the correct decision, not the comfortable one), Courageous Conversations, Developing Humility, Getting things done/Execution, Driving yourself beyond your comfort zone, Giving and Receiving Feedback, Creating Positive First Impressions, etc. Don't forget you may also want to focus on your strengths and leverage these more as part of your goals.

Action – Prior to your Chemistry Session and/or First Session

1. For each area you want to improve, provide a simple heading and a description (written in the present tense) of the measurable results you hope to achieve. It does not need to be a full SMARTER goal at this stage – but can be if you have time!

For example: INFLUENCE - ADAPT MY STYLE IN ORDER TO ACHIEVE BETTER RESULTS I now have a deeper understanding and utilise a broader range of tools to adapt my leadership style in order to influence and engage with others better. This has resulted with me leveraging the results of the team and improving my stakeholder interactions. This is evidenced with specific feedback I have received both from peers and senior stakeholders.

2. In the second column, against each primary focus, add a score of how you would rank yourself today out of 10 (1 being poor, 10 being perfect). For the above example if you currently struggled to adapt your natural style or ‘revert’ to type under stress you might score 2 or 3 out of 10 today. 3. In column 3, order your coaching objectives and goals in in order of their priority, 1 being the most important.

Addi

tiona

l Gui

danc

e N

otes

G

uida

nce


Your Name:

Primary Focus – Specific Coaching Objectives and Goals

Current score/10

Priority order

Example: INFLUENCE - ADAPT MY STYLE IN ORDER TO ACHIEVE BETTER RESULTS I now have a deeper understanding and utilise a broader range of tools to adapt my leadership style in order to influence and engage with others better. This has resulted with me leveraging the results of the team and improving my stakeholder interactions. This is evidenced with specific feedback I have received both from peers and stakeholders.

3

1

Write a heading here – and more info here Write your development goal here




Review of Coaching Conversations


Think about some of the coaching conversations you have had and bring 1-2 examples of coaching conversations you have had where you (or the other person) have felt ‘stuck’. This could be, for example, because an issue keeps repeating, or because you feel no progress is being made. In other words, you are 'stuck' in how it is now. If you managed to 'unstick' the process, how did you do this?

1 ________________________________________________

________________________________________________

________________________________________________

2 ________________________________________________

________________________________________________

________________________________________________

3 ________________________________________________

________________________________________________

________________________________________________


Review of your

PDP


Look at your notes from your second Coaching Circle that focused on your PDP and review your PDP, updating, improving or rewriting it as you think necessary. Referencing ‘How to complete a PDP’, is yours an ‘effective PDP’?


VAK Learning Style Indicators Questionnaire


VAK Learning Style Indicators (self-test questionnaire)

For each statement, put a tick next to the response which most closely reflects what you do

1 when operating new equipment for the first time I prefer to

read the instructions listen to or ask for

an explanation have a go and learn by 'trial and error'

2 when seeking travel directions I.. look at a map ask for spoken

directions follow my nose or maybe use a compass

3 when cooking a new dish I.. follow a recipe call a friend for

explanation follow my instinct, tasting as I cook

4 to teach someone something I.. write instructions explain verbally

demonstrate and let them have a go

5 I tend to say.. "I see what you mean" "I hear what you

are saying" "I know how you feel"

6 I tend to say.. "show me" "tell me" "let me try"

7 I tend to say.. "watch how I do it" "listen to me

explain" "you have a go"

8 complaining about faulty goods I tend to..

write a letter phone

go back to the store, or send the faulty item to the head office

9 I prefer these leisure activities

museums or galleries music or

conversation physical activities or making things

10 when shopping generally I tend to.. look and decide discuss with shop

staff try on, handle or test

11 choosing a holiday I.. read the brochures listen to

recommendations imagine the experience

12 choosing a new car I.. read the reviews discuss with

friends test-drive what you fancy

13 learning a new skill I watch what the teacher is doing

I talk through with the teacher exactly what I am supposed to do

I like to give it a try and work it out as I go along by doing it

14 choosing from a restaurant menu..

I imagine what the food will look like

I talk through the options in my head

I imagine what the food will taste like

15 when listening to a band

I sing along to the lyrics (in my head or out loud!)

I listen to the lyrics and the beats

I move in time with the music

16 when concentrating I..

focus on the words or pictures in front of me

discuss the problem and possible solutions in my head

move around a lot, fiddle with pens and pencils and touch unrelated things

17 I remember things best by..

writing notes or keeping printed details

saying them aloud or repeating words and key points in my head

doing and practising the activity, or imagining it being done


18 my first memory is of looking at something being spoken to doing something

19 when anxious, I.. visualise the worst-case scenarios

talk over in my head what worries me most

can't sit still, fiddle and move around constantly

20 I feel especially connected to others because of

how they look what they say to me how they make

me feel

21 when I revise for an exam, I..

write lots of revision notes (using lots of colours!)

I talk over my notes, to myself or to other people

imagine making the movement or creating the formula

22 when explaining something to someone, I tend to..

show them what I mean

explain to them in different ways until they understand

encourage them to try and talk them through the idea as they try

23 my main interests are

photography or watching films or people-watching

listening to music or listening to the radio or talking to friends

physical/sports activities or fine wines, fine foods or dancing

24 most of my free time is spent..

watching television talking to friends

doing physical activity or making things

25 when I first contact a new person..

I arrange a face to face meeting I talk to them on

the telephone I try to get together to share an activity

26 I first notice how people.. look and dress sound and speak stand and move

27 if I am very angry.. I keep replaying in my mind what it is that has upset me

I shout lots and tell people how I feel

I stomp about, slam doors and throw things

28 I find it easiest to remember faces names things I have

done

29 I think I can tell someone is lying because..

they avoid looking at you their voice

changes the vibes I get from them

30 When I'm meeting with an old friend..

I say "it's great to see you!" I say "it's great to

hear your voice!" I give them a hug or a handshake

Totals V A K

Total up how many ‘ticks’ you have in each column

coaching skills workshop€¦ · accredited coaching skills –workshop 1 accredited coaching...

Documents