competency of coaching for resuts - workshop slides - chandramowly
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Group HR Practices/Policies
Managing Results (Time Management) Competency Modeling Goal Setting Performance Management Process Employee Engagement Six Thinking Hats Coaching Pilot Emotional Intellgence
Coaching forCoaching forResultsResults
KARLELEADESHIP
DEVELOPMENTSERIES .8
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TodaysCoaching Approach
Coaching experienced iscontrolled
Coach defines goals anddirects learning plan
Coach structures the
procedures and roles Learner relies on
extrinsic motivation
Reduces individual
initiative
Shared control
Mutual definition of goalsand plan
Roles and proceduresevolve
Coach encourages learnerto question, thinkalternatives, examineconsequences
Increases initiative andinternal motivation
DIRECTIVE DISCOVERY
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ADULT LEARNING
Learning involves changed behaviour
They learn more when allowed to participate indirecting their own learning
Their opinions and questions are heard
They are encouraged to examine the consequencesof their own ideas and the results of their actions
KARLE needs that type of learning for its long termgrowth
RESEARCH PROVEN INSIGHTS
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If you responded No to items 2,3, and 4,
consider working on these specific skillsbefore initiating a coaching activity.
If you responded No to any of the remaining
items, you may want to discuss the coachingprocess and its long-term benefits with an HRor training specialist. You may wantsomeone to coach you in now to conductcoaching.
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COACH GUARDIAN
NETWORKER(Facilitator)
COUNSELLOR
Dimensions of Coaching
Influence(Directive)
Influence(Non-directive)
M e n t o r
Need (Intellectual)
Need (Emotional
)
Mentee
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Coach Helping Roles & Behaviours
Learning Support
Career Management
Self-Reliance
Career Counselling
Sounding Board
Bridging
Catalyst
Collaborating
Challenging
CriticalFriend Guidin
g
RoleModelling
COUNSELLOR
COACH GUARDIAN
NETWORKINGFACILITATOR
Goal-setting Protecting
Goals
Mentor
Behaviour sNon-Mentor Behaviour s
( A c t i v
e )
( P a s s i v e )
( A c t i v e )
( P a s s i v e )
Making casualcontacts Therapy
Listening
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COACH Competencies
Goal clarityConceptualising
Self-awareness(understandingself)
Communicating
Sense of proportion/humour
Interest indevelopingothers
Behaviouralawareness
(understanding others)
Business/
professionalsavvy
Committedto own
learning
Relationshipmanagemen
t
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Four competency pairs for relationshipmanagement
LearnPrepare
Open
Be ChallengedChallenge
Reflect Question Teach
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Seven Levels of Learning Dialogue
Social
Technical
Tactical
Strategic
Self-insightBehavioural change
Integrative
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Factors Critical to Success of Coaching Pilot
Development of an open and trusting relationshipbetween coach and coachee
Good coaching skills Adequate time & commitment of coach and coachee Coaches have choice in selection of coachee Orientation program for both coaches and coachees Specific, actionable feedback and advice
Support structure to encourage follow through andaddress issues Flexibility in structuring roles and responsibilities
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Role of Coachee
Participate in development needs assessment and planning session Participate in Coachee orientation Use coaching sessions as learning opportunities Be willing to turn self-awareness into action for change Implement development plans Update manager on progress
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Coaching Tools and Processes
360
PMS inputs GROW model New leader transition support Coachee Selection Matrix
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Coaching Process
Initiate theCoaching
Relationship
Define theStructure
for Coaching
Discover the Needs
of theIndividual
Observethe
Individual
ProvideCoachingBased onEmployee
Needs
DevelopTraining
Curriculum
Review AnnualPerformance
&Set Goals
ContinueOngoingProcess
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Leadership Competencies, the CCL
Way (3 of 3)
LeadingOneself Developing
adaptability Increasing
self-awareness
ManagingSource: CCL website, www.ccl.org
http://www.ccl.org/ -
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Goal
RealityOptions
Will
Agree topic for discussion Agree specific objective of session Set long-term aim if appropriate
Invite self-assessment Offer specific examples of feedback Avoid or check assumptions Discard irrelevant history
Cover the full range of optionsInvite suggestions from the coacheeOffer suggestions carefullyEnsure choices are made
mit to actiontify possible obstacles
ke steps specific and define timing
ee support
The GROW Model
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Push (directive)Telling
Instructing
Giving adviceOffering guidance
Giving feedback
Asking questions that raise awareness
SummarisingParaphrasing
Making suggestions
Reflecting
Listening to understand
Solving someonesproblems for them
Helping someone tosolve their own
problemsPull(non-directive)
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What coaching is and what it isn'tWHAT IT ISN'T
Telling/instructing/ teaching Non-directive counselling Psychological game playing Imposing an external
agenda Line managing/assessing or
being a tutor
WHAT IT IS Accessing what the client
already knows helping the client to
overcome limitingassumptions
Empowering the client Developing transferable
skills Dialogue Finding client's agenda
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My ideal self who do I want to
be?
My gaps wheremy ideal and real
self differMy learning agenda building on strengths
while reducing mygaps
Practising the newbehaviours, buildingnew neural pathways
Experimenting withnew behaviours,
thoughts and feelings
Developing trustingrelationships that support,help and encourage each
step in the process
Boyatzis Model of Intentional Change
My strengths where my ideal self
and my real self overlap
My real self Who am I?
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Benefits of Good CoachingBenefits of Good Coaching
Improve employee performance
Help develop employees competence
Help diagnose performance problems
Help correct unsatisfactory performance
Foster productive working relationship
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Characteristics of Good CoachCharacteristics of Good Coach
Positive
GoalOriented
Supportive
Focused Observant
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Boss vs. CoachBoss vs. Coach
BossBoss
Talks a lot
Tells Presume
Seeks control
Orders
Works on
Assign blame
Keeps distant
Listens a lot
Asks Explores
Seeks commitment
Challenges
Work with
Takes responsibility
Makes contact
CoachCoach
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Elements of Good Coaching SessionElements of Good Coaching Session
Establish aEstablish a
purposepurpose
EstablishEstablish
ground rulesground rulesKeepKeep
focusedfocused
DevelopDevelop
dialoguedialogueSpeak Speak
clearlyclearly
Discuss oneDiscuss one
specific issuespecific issue
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Communication Skills forCommunication Skills forEffective CoachingEffective Coaching
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3. Turn cants into canscants into cans
Instead of We cant do that until next week, say Well be able to do that next week.
Take responsibilityTake responsibility dont lay blame
Instead if Its not my fault, say Heres what I can doto fox that.
Seven Communication Principles for CoachingSeven Communication Principles for Coaching
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Asking Questions in Coaching SessionAsking Questions in Coaching Session
An effective question is brief
An effective question is focused
An effective question is relevant
An effective question is constructive
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Exploring QuestionsExploring Questions
OpenQuestions
Open questions yield lots of information because
they allow a person to explain what is most
important or interesting and encourage elaboration.
ProbingQuestions
Probing questions are those that relate to the topic we
want to explore further. They encourage the speaker
to flesh out the details.
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Closed vs. Open QuestionsClosed vs. Open Questions
When did that happen? What led up to that?
Was your trip successful? What did you manage to
accomplish on your trip?
Did you like the candidate? In what ways do you think that
candidate meets our need?
Did you have a good meeting? What happened at the meeting?
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Some Probing QuestionsSome Probing Questions
Can you be more specifics?
Can you give me an example of that?
What happened then?
For instance?
How does this affect you?
What might cause that, do you think?
Can you fill me in on the details?
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Five Steps of CoachingFive Steps of Coaching
Describe performanceissue a
professional
manner
Discuss thecauses of the
problem
Identifyand writedown
possiblesolutions
Develop
specificaction plan
Conduct
follow upsession
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Diagnosing Performance ProblemDiagnosing Performance Problem
Role ExpectationsRole Expectations
Ability (skills and knowledge)Ability (skills and knowledge)
Job DesignJob Design
Work EnvironmentWork Environment
Personal/Motivational ProblemPersonal/Motivational Problem
MostMost
performanceperformance
problems areproblems are
due to one (ordue to one (or
more) of fivemore) of five
factors :factors :
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Four Styles of BehaviorFour Styles of Behavior
Dominance
Influencing
Steadiness
Compliance
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Influencing
They like to shape the environment by influencing or persuadingothers to see things their way
They dislike for handling complex details or working as lone rangers
They prefer to deal with people rather than things
They enjoy making a favorable impression, a good motivationalenvironment, and viewing people and environment optimistically
They will chat with you about anything on their minds
They motivate their people and love to generate enthusiasm When negatively motivated, they can be indiscriminately impulsive
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Steadiness
They like to cooperate with others to carry out a task They are team player and prefer dealing with things, one thing at a
time
They are patient, reliable, loyal and resistant to sudden changes in
their environment
They appreciate an orderly step-by-step approach
They tend to perform in a consistent, predictable manner and prefer astable, harmonious work environment
When they get demotivated they can become stubborn or stern,moods usually expressed in the form of passive resistance
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Compliance
They are cautious and demands quality and accuracy
They appreciate opportunities for thorough, careful planning
They are critical thinkers who are sticklers for detail
They prefer to spend time analyzing a situation and like the steadiness,are slow to accept sudden changes
They like following procedures and standards preferably their own
They respond favorably to logical, well-thought-out, planned options
When they are negatively motivated, they become cynical or overlycritical
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Coaching Strategies for InfluencingCoaching Strategies for Influencing
Influencing
Ask about things going on in their livesoutside of work
Let them share with you their goals at work and elsewhere
Tie your objectives to their dreams and goals
Create democratic atmosphere and interactionwith them
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Coaching Strategies for SteadinessCoaching Strategies for Steadiness
Steadiness
Provide specific direction and offer assuranceswhen necessary
When implementing change, be sure to lay outa systematic, step-by-step procedure and drawout their concerns and worries about thesituation. They need to feel secure
Assure them that youve thought things through
before initiating changes. Give them a plan todeal with problem when they occur
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Coaching Strategies for ComplianceCoaching Strategies for Compliance
Compliance
Opportunities to demonstrate their expertise Plenty of details
Enough time to prepare for meetings
properly especially if they have an item onthe agenda to present
Situations where their systematic approachwill contribute to long term success
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Recommended Further ReadingsRecommended Further Readings
Marshal J. Cook, Effective Coaching Effective Coaching , McGraw Hill
Jack Cullen and Len DInnocenzo, Coaching to MaximizeCoaching to Maximize
Performance Performance , Velocity Business Publishing