Session 1 1 Topics Introductions Objectives Definitions Principles of coaching The business coaching model Models A refresher on communication skills giving and receiving feedback Forms and templates ID: 798866
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Slide1
Coaching for PerformanceSession 1
1
Slide2Topics
Introductions
ObjectivesDefinitions Principles of coachingThe business coaching model
Models
A refresher on communication skills (giving and receiving feedback)
Forms and templates
2
Slide3Timings and Housekeeping
Session times
Coffee 10.30am / 2.30pmFinish 12.00pm / 4.00pIn an emergency: drop, cover holdFire exits and meeting point
Bathrooms
Where’s the coffee?
3
Slide4Context
4
Take seriously Stats NZ’s responsibility to steward the careers of our employees.
Adopt a person-centric approach to support staff to achieve personal and professional goals and that will drive performance.
Tie into the Talent Development Plan framework to ensure we attract and retain the right talent to sustain performance.
Slide5He Whakatauki
Piri
papa te hoe, awhi
papa
te
hoe – Keep the paddle close and embrace it
Kia piritahi
te
waihoe
– Enable us to paddle as one
Ki
te
whai
ao, kit e ao mārama – Through the turbulent waves, unto calmer seas
5
Slide6Principles:The “Why” of Coaching
TO:
improve performanceidentify goals to work towardshelp employee’s achieve their goals
retain top staff
develop leaders
develop a person for the talent pipeline
ensure success for new employeesManage the Stats NZ culture
6
Slide7Principles:The “What” of Coaching
Coaching is a conversation, whereby a coach and coachee
interact in a dynamic exchange to achieve goals
, enhance performance and move the coachee forward to
greater success
.
7
Coaching is a conversation
Coaching is about learning
Coaching is more about asking the right questions than providing answers
Slide8The “What” of Coaching
SOLUTION FOCUSED
8
People know more than they think
Useful questions are worth more than commands
Each person is responsible for their contribution
Every setback represents a learning opportunity
Challenging goals can bring out the best in people
Every person has resources for improving performance
Small changes have large effects. Try the smallest change first.
Slide9Snowball coaching
9
Objective:
get as many snowballs into the cup as many times as possible in 2 minutes.
Constraints
:
Stand at least 1.5 m apartNo moving the cup to ‘catch’ the snowball
No extra time allowed
In pairs:
Create at least three snowballs.
One person stands still with the cup at waist height.
One person throws the snowball. Keep score.
2 minutes per snowball thrower: 4 minutes in total
Slide10When and Where?
When
You may have formed the impression that you can only coach at certain times, e.g.:
When setting objectives
When delegating
With new staffBUT: you can coach at any time
Where
Everyone can come across opportunities to coach, use a quiet meeting room or office space, e.g.:
such as at performance review time – quiet office setting
informally, following a meeting – without others around – keep it between the parties
10
It’s not about how long you spend with people but how well you spend that time.
Slide117 New Habits
11
7
Ask one question at a time.
Just ONE question at a time.
Slide127 Questions
Activity
12
In pairs:
Select a scenario and practice using the 7 questions during a conversation.
Ask one question at a time.
5 minutes per speaker: 10 minutes in total
What’s on your mind?
And what else?
What’s the real challenge here for you?
What do you want?
How can I help?
If you are saying Yes to this option, what are you saying No to?
What was most useful for you?
Slide13GROWCoaching Conversation
GOALS, REALITY, OPTIONS AND WILL
GOALS– What are we trying to achieve, what is the desired outcome?REALITY
: what is the situation and how does it look from different points of view?
OPTIONS
: what are our possible courses of action, and what are the benefits and risks of each one?
WILL: What are your next steps, who will do what, how and when, what might get in the way?
13
Slide14GROWIn Action
https://www.youtube.com/watch?v=tnm3VwfX7GsG
14
Slide1515
Slide16Challenge and support
16
High challenge
Struggle
GROWTH
Low challenge
‘Meh’
‘Not my first rodeo’
Low support
High support
Adapted from:
Daloz
, L. A. (2012)
Mentor: Guiding the journey of adult learners.
Wiley: New York.
Slide17Action planning
17
Start smallBreak a habit
Slide18Coaching for PerformanceSession 2
18
Slide19Topics
Introductions
ObjectivesBoost and SBI model
A refresher on communication skills (giving and receiving feedback)
Forms and templates
19
Slide20Timings and Housekeeping
Session times
Coffee 10.30am / 2.30pmFinish 12.00pm / 4.00pIn an emergency: drop, cover holdFire exits and meeting point
Bathrooms
Where’s the coffee?
20
Slide21Debrief
What worked well?
What didn’t work so well?What templates worked for you?
Has the coaching exercise changed your view on what your role as a manager is?
21
Slide22Scale
22
Where are you on this scale?
Slide23Barriers to coaching
Activity
Obstacles from the employee's point of view could be:
I don’t want to take on more tasks
I can't see the value of spending time on this
I will agree, but then not get around to do the actions because ..... (list of excuses)
pg 32
23
In groups:
1. Brainstorm your responses to the above obstacles.
2. Make notes.
3. Share responses with the group.
4. 8 minutes
Slide24Possible Barriers -Employee
‘I don’t want more tasks’
‘I can’t see the value of spending time on this’ ‘I will agree (but then not get around to doing the actions)’‘I just don’t know’
‘Just tell me’
‘But you’re not an expert in the topic – what do you know about my work’
‘You’re a new manager’
‘Too emotional’‘Culture’
24
Slide25Possible Barriers -Manager
‘I just want to tell them!’
‘It’s a simple answer’‘My own bias’ ‘Too many domain experts’
25
Slide26Building Rapport
Put employee at ease
Define reason for discussionAcknowledge and listenSeek opinionAsk open ended questionsLet employee know you respect their ability to solve problems
Offer suggestions where appropriate
Agree on actions
Set ground rules
Seek permission
26
Slide27Listening
Even though we don’t really know what the issue is, we’re quite sure we’ve got the answer they need.
27
Slide28Listening
Every fibre of your body is twitching with a desire to fix it, solve it, offer a solution to it.
28
Slide29Giving and receiving feedback
29
Slide30Giving and receiving feedback
It’s all in the delivery
30
Make it an ongoing thing
Base it on facts and observations
That ‘golden rule’ – do as you want to be done by
Check back – follow up
Slide31Giving and receiving feedbackB O
O S T
31
Balanced:
Are you ensuring there is a mixture of performance improvement feedback with praise rather than a “dump” of negative feedback?
Are you allowing the person to speak and have their questions answered?
Observed:
Feedback should be based on something that you have seen.
Objective:
The feedback should be based on what actually happened. Focus on the activity that was taking place. “Every day you have been more than 30 minutes late arriving” is significantly more objective than “you are lazy”.
Specific:
Look to be as accurate as possible and use specific examples of what and when the behaviour occurred.
Timely:
Ensure that you give the feedback as soon after the task or activity took place. The sooner the better.
Slide32Giving and receiving feedbackSBI
32
Situation
Describe the situation. Be specific about when and where it occurred
Behaviour:
Describe the observable behaviour. Don’t assume you know what the other person was thinking
Impact:
Describe what you thought or felt in reaction to the behaviour.
https://www.youtube.com/watch?v=Q9SmLOh84z8
Slide33Action planning
Examine options and consequences
Encourage creative ways of thinkingHelp make decisions to solve problemsAgree on small steps to build up the plan to its conclusion
Give advice and direction sparingly
Don’t expect every meeting to end in an action plan
33
Slide34Feedback
Activity
34
In pairs:
Select a scenario from the workbook and provide some feedback using either the BOOST model or the SBI model to your ‘employee’.
Use any of the feedback responses from the workbook. Pg. 27
3. 4 minutes per speaker: 8 minutes in total
Slide35Formal vs informal coaching
Formal coaching
Informal coaching
Used explicitly
Used explicitly or implicitly
Scheduled appointments
Everyday workplace conversations
Programme with beginning and end
Ongoing process, a style of management
Most of the conversation in 'coaching mode'
Manager can switch from coaching mode to other management styles
35
Slide36Test Yourself
Activity
Answer the 10 multiple choice questions – Page 34Identify your baseline knowledge of coaching
36
Slide37Forms, checklists, planners, discussion starters and more….
37
Slide38The Coaching Habit
Say Less
Ask MoreChange the way you lead forever
38
Slide39What’s next?
J D I - Just do it!
39
Build your coaching habit
:
Start somewhere easy
Start small
Buddy up
If you slip up – get back on the horse
Slide40Good luck!
40
Slide4141
Slide42Challenge and support
42
High challenge
RETREAT
GROWTH
Low challenge
STASIS
CONFIRMATION
Low support
High support
Adapted from:
Daloz
, L. A. (2012)
Mentor: Guiding the journey of adult learners.
Wiley: New York.
Slide43Unused slides
43
Slide44Objectives
As a result of attending this workshop participants will:
Know about the principles of coaching – who does what?Learn and practice the techniques for coaching conversationsPractice using GROW coaching questionsKnow when to use formal vs informal coaching
Review tips on overcoming barriers to coaching
What have you come to learn about?
44
Slide45Principles of coaching
45
Slide46R and R
46
Collaborates on the Agreement
Collaborates on the Agreement
The EMPLOYEE:
The COACH:
Sets goals
Probes the reason for the goals
Suggests areas for improvement
Creates a development plan
Supports the development plan
Provides feedback
Completes development activities
Agree on new goals
Reflect on activities and progress
Set new goals
Slide47Would you agree?Is coaching appropriate?
When employees appear unmotivated?
When there are excessive errors?
When deadlines are missed?
When employee’s work is falling below standards
When employee is d
isplaying
a need to fine-tune skills
47
Slide48A continuum
48
Formal, structured workplace coaching.
Fully documented, structured process.
Designated coaches
Supervision
Goals
Specific programme
Informal, on-the-run coaching.
Undocumented, ad hoc process.
Communication or management style
Corridor coaching
Build your coaching habit
:
Start somewhere easy
Start small
Buddy up
If you slip up – get back on the horse
Slide49The “When” of Coaching
49
Assessment / Performance Review
Planning and Development
Problem solving
Relationship issues
Teamwork and team building
Task performance
Slide50Time for a break
Wellington: 15 minutes for a cuppa
Slide51Different approaches
Coaching
Mentoring
Training
Counselling
Focus
Task and performance
Building
capability
Building skill to improve performance
Exploration
of a personal problem or behavioural issue
Key Skills
Give feedback on observed performance
Helping mentee discover their own wisdom
Knowledge
of new performance standard required
The experience and psychological training of the counsellor
Goal
Orientation
Sets or suggests goals for learning
Works with learner’s own
goals
Work to achieve
the stated learning objectives
Personal well-being
Closeness of the relationship
Moderate
Relatively high, often becoming
a strong friendship
Low
High
Flow of Learning
One way
Two way
One way
None
51
Adapted from Steel, E. (2003)
Mentoring Handbook, a guide for Mentors,
Proteges
and Organisations.
Two Cats Publishing, New Zealand
Slide52Principles of coaching
52
Slide5353
Analysis of the current situation / benchmarking
Goals (SMART)
Agreeing to ‘own’ the change
Suggestions for behaviour change
What could be done differently?
Review the ‘new’ level of performance
Coaching Process
Slide54Coaching for….
Performance
Addressing and fixing a specific problem or challenge. It’s putting out the fire or building up the fire.
It’s everyday stuff, it’s important and necessary.
Development
Turning the focus from the issue to the person dealing with the issue.
The person who’s managing the fire.
More rare and significantly more powerful.
54
Slide55Scale
55
Where are you on this scale?
Slide56Scale
56
What about this scale?
Manager
Employee / Coachee
80%
20%
20%
80%
Responsibility
The Impact of Coaching
Slide57Scale
Activity
57
In your workbook:
Write down a task at the left hand side of the scale which you could coach an employee to complete.
Next, write an interim step in the coaching continuum where you could see that 50% of the responsibility has shifted from you to the employee.
Finally, at the right side, write down what you would be doing as coach/manager now that the employee is doing almost all of the task.
4. 10 minutes.
Manager
Employee / Coachee
80%
20%
20%
80%
Responsibility
The Impact of Coaching
Slide58SMART Goals
Activity
58
In pairs:
1. Rewrite the goal in your workbook into the SMART framework.
2. Share responses with the group.
3. 5 minutes
Slide59Techniques for coaching conversationsGuidelines
Put your employee at ease by being warm and friendly
Define the reason for the discussion
Describe the performance problem or area that needs improvement and define the impact on you and the team
Acknowledge and listen to the employee’s feelings
Seek the employee’s opinion on ways to improve the performance
Ask open ended questions
Let the employee know that you respect their ability to solve problems
Offer suggestions when appropriate, then build on the employee’s ideas when possible
Agree on appropriate actions
Schedule a follow up meeting to ensure accountability (within 10 days)
59
Adapted from Minor, M. (2002)
Coaching and counselling: a practical guide for managers and team leaders.
(3rd ed.). Menlo Park, CA: Crisp Publications
Slide60Listening
Even though we don’t really know what the issue is, we’re quite sure we’ve got the answer they need.
60
Slide61Listening
Every fibre of your body is twitching with a desire to fix it, solve it, offer a solution to it.
61
Slide62Time for a break
Wellington: 15 minutes for a cuppa
Slide63Barriers to coaching
Obstacles from the employee's point of view could be:
I don’t want to take on more tasksI can't see the value of spending time on thisI will agree, but then not get around to do the actions because ..... (list of excuses)
63