COACHING SKILLS AND IMPROVING PERFORMANCE
FOR MENTORING, TEACHING AND MORE…
Jules Willcocks
• Feelings of inadequacy?
OBJECTIVES
• Establish the difference and similarities between coaching and mentoring are
• Identify useful tools and techniques in coaching
• Extrapolate these to other areas
• Do a brief practice session using GROW model
• Take these away and apply them to mentoring, teaching and more
OTHER APPLICATIONS
• LNAs
• Goal setting
• Teaching
• History taking
• Mentoring
SOME CAVEATS!
• Know which hat you’re wearing
WHAT IS COACHING?
COACHING DEFINITION
• Coaching is a structured conversation with a measurable outcome that is collaborative and in the service of the coaching counterpart.
• Note the terminology Coaching Counterpart
WHAT COACHING IS NOT
• Leading
• Lecturing
• Managing
• Counselling
• Consulting
• Training
• Mentoring
HOW DOES IT WORK?
• Coaching conversations identify strengths and challenges and guide a coaching counterpart towards reaching their potential.
HOW DO WE DO THIS?
• By building rapport
• Setting goals
• Exploring options for sustainable change
• Challenging new thinking in the context of support
• Reflecting on new understandings
• Gaining commitment for actions
• Providing support for sustainability of learning and actions
• (usually within the context of the GROW model)
MINDSET: PERFORMANCE FORMULA
= P -
WHO LIKES BMW?
• Ownership
• Accountability
• Responsibility
• ___________________Choice point______________________
• Blame
• Excuses
• Denial
INCHWORM THEORY
SMART GOALS
SO HOW DO WE DO THIS?
QUESTIONING
• A basic skill of coaching is asking questions
• Questions are the means of exploring intentions and goals and building rapport
• The greater the range of questioning skills, the faster we can be at getting to the heart of the matter and assisting a person to reach their goals
COACHING SCENARIO A
COACHING SCENARIO B
CLOSED VS OPEN QUESTIONS
• Tell me – Not really a question. Makes it about the coach not the counterpart
• How do you feel? – usually leads to a single answer
• Why? Can imply criticism and evoke defensiveness
• Closed questions tend to lead to Y/N answers
• (Did you? Do you? Have you? Is? Can? Will? Could?)
OPEN QUESTIONS
• What….?
• Where….?
• When….?
• Who….?
• How….?
• Trust
• Value
• Tension
WHAT, WHICH, WHY + 2
THE IDEAL COACH!!
• Coaches should be:
• Dumb – asking questions, not being smart and solving problems
• Lazy – Make the coaching counterpart do the work
• Heartless! – Engaged detatchment
PRACTICE SESSION
• Get into groups of 3
• You will take turns being the coach, the coaching counterpart and an observer
• Observers – rate the coach on their use of open questions, engagement, active listening, body language, rapport etc etc
• Coach – you are only allowed to ask questions. You are not allowed to give advice or problem solve!
PRACTICE SESSION
• Use the questions on the handout as a guide
• You do not need to use all the questions or use them in order.
• Take your time. You do not have to get through the whole of the GROW model.
• The most important thing is to accurately define the goal.
CONFIDENTIALITY
•What is said in this room stays in the room!
HOW WAS THAT?
• Observations?
• Thoughts?
• Questions?
SUMMARY
• Rapport is really important
• Try not to just give advice, but help them come up with solutions
• Be dumb, lazy and heartless!!!
• PRACTICE (and do a coaching course at IECL)
• Good Luck and enjoy!
COACHING TRAINING