The coach approach to adaptive Leadership - PowerPoint Presentation

Slide1

The coach approach to adaptive Leadership

Developed by Coach Approach Partners

1

Slide2

Introductions

Your Name

Your Role

One or two outcomes you would like as a result of this training- what would make this worth your time?

2

Slide3

Training Desired Outcomes

Our Desired Outcomes:

3

Slide4

Agenda (Morning)

Introductions/Outcomes

The Case for the Coach Approach to Adaptive Leadership

SCARF and VUCA

Coaching Mindset and Foundation

Coaching Demonstration

Coaching Skills and Self-assessment

4

Slide5

Coaching Presence

Listening from a Coaching Perspective

Reflecting/Clarifying

Inquiry

Practice Throughout the Day

Agenda

(Afternoon)

5

Slide6

Focusing Attention

6

Slide7

The Case for a Coach Approach To Adaptive Leadership

7

Slide8

Leadership Development

8

Slide9

They demonstrate effective coaching skills

They empower the team and do not micromanage

They express interest and concern for team members wellbeing and career development

They are productive and results oriented

They are good communicators – listeners

They have a clear vision and strategy

They have key technical skills

Most Important Team Leader Skills

(Google Project Oxygen)

9

Slide10

Setting the Context: Neuroscience Research

Status

Certainty

Autonomy

Relatedness

Fairness

10

Slide11

SCARF video

11

Slide12

Monkey Video

12

Slide13

Setting the Context: VUCA Reality

Volatility

Uncertainty

Complexity

Ambiguity

The role of the leader is to help their people thrive in the VUCA world, even though our minds are wired for SCARF!

13

Slide14

Reflection

What are the implications of SCARF and VUCA on how you lead? Given this new insight, what might you do more of or less of to strengthen your teams?

14

Slide15

A Coach Approach to Leadership Means

We are present, focused, and listening to understand building

status

and

relatednessWe ask questions to build critical thinking skills, helping the person build autonomy

We offer mostly positive feedback, building

certainty

and

relatedness

We are open to other perspectives – balcony view – and encourage feedback, building

fairness

Being transparent: “

You will always know what I know and where I stand

” builds certainty, status, and fairness15

Slide16

The leader/coach is not the expert, or the judge, but creates a partnership for learning and change.

We bring and model deep respect for each individual’s own learning and development.

Our intention is always to strengthen the team member and to support his/her success.

We assume the person has good ideas and that when we ask powerful questions from curiosity those ideas can come out

Coaching Mindset

16

Slide17

Common Things Leaders Can Address Using a Coach Approach

Identifying and addressing performance goals

Decreasing feelings of being overwhelmed, stressed, anxious

Challenges in working relationships

Determining next steps

Breaking old patterns

Shifting priorities

Facing challenges

Dealing more effectively with change

Building courage and risk taking

Facing the unknown

17

Slide18

Outcomes/achievements are reached more quickly

Staff develop critical thinking skills

Knowledge and skills of staff are tapped; morale is boosted

Managers’ stress is reduced – people answer their own questions

Coaching is aligned with system of care practice and models a strengths-based approach

Coaching is Effective Because…

18

Slide19

Aligned with our SOC values of strengths-based – we are modeling as leaders and program administrators how we expect our organization to give support to people. This is how we engage each other.

An investment in developing others and making our agency more effective.

A mindset and skill set to apply broadly to the work we do.

In Summary, Coaching is…

19

Slide20

Punitive

Remedial or only for people with performance issues

Another thing we have to do…it’s another way to do what we’re already doing

Coaching is Not…

20

Slide21

“Therapy looks at the past to create

understanding in the present…”

“Coaching is forward looking –

we look at the present situation

and from there, move towards a

desired future”

Coaching is Not Therapy…

21

Slide22

Mentoring

Coaching

Ongoing relationship that can last for a long period of time

Relationship generally has a set duration

Can be more informal and meetings held when mentee needs some advice, guidance or support

Generally more structured in nature and meetings are scheduled on a regular basis

More long-term and takes a broader view of the person

Short-term (sometimes time-bounded) and focused on specific professional development areas/issues

Mentor is usually more experienced and qualified than the ‘mentee’. Often a senior person in the organization who can pass on knowledge, experience and open doors to opportunities

Coaching is generally not performed on the basis that the coach needs to have direct experience of their coachee’s formal occupational role, unless the coaching is specific and skills-focused

Focus may

be

on career and personal development

Focus is generally on professional development and/or issues at work

Agenda is set by the mentee, with the mentor providing support and guidance to prepare him/her for future roles

The agenda is focused on achieving specific, immediate goals

Coaching is Not Mentoring

22

Slide23

Creating Systemic Change

Coaching

Skills Used Consistently

Formal and Informal Coaching

Dialogue

Coaching Culture

SYSTEM

23

Slide24

We are asking more questions and giving less direction

We are focused on strength and skill development over time, in addition to day to day instruction and oversight

We are offering more affirming grounded assessment and feedback, with the intention of strengthening skills and we are identifying opportunities for improvement from a developmental perspective

Use of the Coach Approach to Adaptive Leadership

24

Slide25

We are using language of commitment and holding team members accountable

We are seeking feedback from team members on how we can be more effective in our work with them

We are consciously modeling adaptive, strengths-based leadership all the time

Use of the Coach Approach to Adaptive Leadership

25

Slide26

When someone comes to you with a problem/issue that has more than one possible answer:

What options do you see in this situation?

What are your thoughts about the right way to handle this?

What have you tried already?

Based on your experience, what do you think the next step should be?

5-minute Coaching for Supervisors

26

Slide27

Video example: Supervisor

27

Slide28

Coaching Model (in a coaching session)

28

Slide29

Observe the demo and note:

What is the coach doing that is supportive?

What other approaches might you take in

coaching this person?

What additional questions might you ask?

What questions do you have for the coach?

Coaching Demo

29

Slide30

Coach Approach Skills

Presence and Centering

Listening

Clarifying and Reflecting

Inquiry/Asking Good Questions

Feedback and Direct Communication

Creating Accountability

Modeling Behavior

30

Slide31

A. Setting the foundation 

1. Meeting ethical guidelines and professional standards  2. Establishing the coaching agreement

B. Co-creating the relationship 

3. Establishing trust and intimacy with the client

4. Coaching presenceC. Communicating effectively 

5. Active listening

6. Powerful questioning

7. Direct communication

D. Facilitating learning and results 

8. Creating awareness

9. Designing actions 10. Planning and goal setting 11. Managing progress and accountability

ICF Core Competencies

31

Slide32

My strengths and areas to develop

Self-Assessment

32

Slide33

Choose a partner you do not know or do not know well

One of you will be the “coach”. You will be listening and asking clarifying questions ONLY as the “coachee” reviews his/her self-assessment and shares, as he/she is comfortable with.

Coachee to use the following questions as reflection and sharing

First Coaching Practice

33

Slide34

Which of these skills am I already strong in?

What is the evidence I can share for that? How would I want to further strengthen these skills?

Which skills do I feel less strong in right now?

Which one or two skills would I like to focus my learning on during this training?

Self-Assessment Reflection: My Strengths to Develop

34

Slide35

Core Skill: Being Present

How do you become present and

stay present?

35

Slide36

Trust is essential to keeping the conversation “real”Trust is established through:

Commitment to confidentiality

Clear mutual understanding of coaching, the process and expectations – and how coaching is part of the supervisory and leadership role

Modeling the coaching mindset/skill set

Building a Trusting Relationship

36

Slide37

Remember - why am I here?

Commit to staying present – they are worth it!Pause, breathe and notice (in self and other)

How am I showing up to support this person?

What do I need to show up in a better way?

Still the Body, Calm the Heart, Quiet the Mind

Resistance is information. Stay on the balcony.

If there is resistance, check-in and pause to give space.

You are in service of their learning

!

Managing Your Emotions

37

Slide38

Four Modes of Listening

38

Slide39

In pairs, identify one partner to be the coach and one to be the client. The client will describe a recent frustration, and the coach will listen using either a self-referential, fix it, or superficial listening approach.

After 2 minutes, switch roles

Notice what it feels like to listen and be listened to in this way!

“Not Really Listening” Activity

39

Slide40

Core Skill: Engaged Listening

What does engaged listening look like? What are characteristics of engaged listening?

40

Slide41

LISTEN TO UNDERSTAND rather than listen to respond.

Put aside distractions

Be aware of internal thoughts and stay focused

on the person speaking; hold off on forming your response/question

Use empathy, perspective, openness and curiosity

Listen for what isn’t being said

Watch non-verbals

Listen for the heart of the matter

Allow room for emotions and silence

Guidelines for Engaged Listening

41

Slide42

In the same pairs, share a different frustration you have recently experienced, this time with the coach listening from an engaged listening approach.

After 7 minutes, switch roles

Notice how it feels to listen and be listened to in this way

Engaged Listening Activity

42

Slide43

Core Skill: Clarifying

Key elements:

43

Slide44

In pairs, Person A talks about what drew you to the field of human services

Person B is listening and reflecting/clarifying only

After 10 minutes, switch roles

Reflecting/Clarifying Practice

44

Slide45

Core Skill: Inquiry

What makes a good coaching question?

How might questions be more helpful than answers?

45

Slide46

They are real questions, not advice in disguise

They come from sincere curiosity and respect They are not leading to a particular outcome

They invite reflection

They often begin with “What” and “How”

Qualities of Powerful Questions:

46

Slide47

Yes/no questions

Why questions Questions that you know the answer to or are using to steer the person to a conclusion:

“Don’t you think…..”

“Wouldn’t it be better if…”

Their good thinking is more important than your good question

Rather Than…

47

Slide48

Four Basic Question Types

Questions about the SITUATION

Questions about the PERSON

Questions that

OPEN

(toward possibility)

What are some other options?

What else might be going on in this situation that you aren’t aware of?

How would it feel to follow through on your plan?

In what ways would you like to be supported?

Questions that

CLOSE

(toward action or certainty)

What would you like to be different?What might you try first?How will you ensure you get the results you want?How does this situation make you feel?May I check back with you in 2 weeks to see how things are going, or would another time work better?48

Slide49

Some Great Coach Approach QuestionsWhat could go wrong? How will you deal with that?

Situational-focused/Opening

What is most important for you in this situation?

Situational-focused/Closing

What changes might you need to make to help make this happen?

Person-focused/Opening

How would you like this work relationship to look?

Person-focused/Closing

49

Slide50

Some Great Coach Approach QuestionsWhat have you tried before? How did that work?

Situation-Focused/OpeningWhat is the one thing that you could do that would have the biggest impact in this situation?

Situation-Focused/Closing

As you hear yourself describe the situation, what is coming up for you?

Person-focused/Opening

What is the most important outcome for you in this situation?

Person-focused/Closing

50

Slide51

Inquiry PracticePerson A will coach Person B – Person B will share a current challenge at work that he/she is comfortable talking about. Person A will be present, listen, reflect, and ask “what” and “how” questions.

After 10 minutes, change roles

Go through the feedback format after each coaching conversation (Spend about 5 minutes on the feedback)

51

Slide52

COACH: Share one thing you did well.

COACHEE: Share one thing the coach did/said that worked well.

COACH:

Share one thing you will do differently next time.

COACHEE:

Share one thing you suggest the coach consider trying differently next time.

Coaching Practice Feedback Format

52

Slide53

What worked for you today?

What wishes/suggestions do you have for our time together tomorrow?

Day 1 Feedback

53

Slide54

The Coach Approach to adaptive Leadership

Developed by Coach Approach Partners

Day 2

54

Slide55

Table Group Activity

In your table groups:

What were your main take-aways from yesterday’s training?

How did you do with your presence last night? What did you notice?

What questions are you coming in with today?What do you remember about SCARF/VUCA and how it relates to The Coach Approach?

55

Slide56

A Coach Approach to Leadership Means:

We are present, focused, and listening to understand building status and relatedness

We ask questions to build critical thinking skills , helping the person build autonomy

We offer mostly positive feedback, building certainty and relatedness

We are open to other perspectives – balcony view – and encourage feedback, building fairness“Between stimulus and response there is a space. In that space is our power to choose our response. In our response lies our growth and our freedom”

Victor Frankel

56

Slide57

Overnight thoughts

Focusing attention activityFeedback and assessment

Establishing accountability

Review of coaching models over time

and for a single conversation

Coaching demonstration

Agenda

(Morning)

57

Slide58

Practice coaching

Specifics on using the coaching model in our Implementation of Systems of Care

Feedback on the training and next steps

Agenda

(Afternoon)

58

Slide59

Focusing Attention

59

Slide60

Core Skill: Providing Feedback

How can we apply what we know about coaching to feedback?

How can we make others accountable for their own development?

60

Slide61

Candid feedback/assessment

may be the best support

you can give your

coachee/team member —

especially the positive feedback!

61

Slide62

When you Give Feedback from a Coaching Perspective…

The intent of feedback is always to help people

be more effective

The

coachee

or supervisee knows that part of your

role is to give developmental feedback and that you would like feedback from him/her in return

The

coachee

or supervisee also knows you will

be holding them accountable for meeting the expectations of their role

62

Slide63

Core Skill: Feedback/Assessment

Balance of positive and developmental feedback – 4 to 1 ratio. Most of feedback is positive - 80:20 rule.

Use inquiry whenever possible – “what went well?

What might you do differently next time?” Focus on behavior.

Giving feedback that’s heard:

Making the offer

Specific

Grounded

Actionable

Connected to the coachee’s goals and/or performance standards

63

Slide64

Feedback Steps

Ask the

coachee

what went well

Give your specific feedback as to what went well

from your perspective

Ask the

coachee

what they might do differently

next time

Give your developmental feedback to the coachee

Ask the

coachee

what they would like to commit to going forward (as appropriate)64

Slide65

Framing Feedback as a Conversation

“How do you think that went?”

“May I share something with you that might help you be more successful?

“May I share with you what I saw?”

“May I offer a perspective?”

“What are your goals/intentions? Here’s how I’ve seen you work toward those…”

Make sure it’s clear why you are giving the feedback – I am telling you this because I want you to (continue to) be successful at your job!

6

5

Slide66

Feedback Pitfalls

What right do I have?

Focus on traits (you are..) v. behaviors (you did..)

Not enough time

Triggering defensiveness (may be data here)

Not specific enough

Fear of confronting

66

Slide67

Feedback Activity

Person being coached describes how they want to come across as a good leader, their values as a leader. (example: I want to be a leader who…..)

Coach gives feedback regarding how they’ve seen them act in that way:

This is how I’ve seen you show up as the leader you want to be: when you (action) with (person) it (share the positive impact it made). Do this over and over until time is up!

After 10 minutes, switch roles

67

67

Slide68

Core Skill: Accountability

What is accountability?

Why do we have trouble

with establishing accountability?

68

Slide69

Establishing Accountability

How do you hold your team members accountable?

What are they accountable for?

How is that the same/different in a coaching mode?

How can we tie accountability into our coaching?

What breakdowns can arise, and how do you

handle those?

69

Slide70

Keys to Holding Accountability

Clarity – “What will you commit to? How will I hold you accountable” (or, “would you like me to hold you accountable?”)

Ownership

–

Coachee/team member sees how it’s in their best interest to fulfill on the commitment

Follow-up

– Coach/supervisor MUST follow up – did you fulfill your commitment? If not – what needs to happen for you to fulfill it?

70

Slide71

Partnering and Following UpAsk: “How can I partner with you to make this happen?”

Put a note in your calendar to check back – I see you have been including more families and youth before making final decisions. I know we talked about it last month to bring more voices into conversations. I see you are doing that!

You always have to check back

71

Slide72

Creating AccountabilityYour intention is not to pester, it is to ensure the success of something that your coachee told you was important.

People and situations change – make yourself available to support in ways that were not originally planned.

Encourage successes, be curious about failures – what needs to change?

72

Slide73

Coaching Model (in a coaching session)

73

Slide74

Coaching Model

(in ongoing sessions)

74

Slide75

Clarify the Focus

What is the key problem/challenge for you?

What is at stake here?

What’s a driver for you in this?

What is significant about this for you right now?

How does this relate to other issues you are facing?

7

5

Slide76

Identify the Goal

What would you like to see that would be different?

What outcomes would be ideal here?

What’s the bottom line for you?

What do you want here more than anything?

What impact do you want to have?

How will you know you have been successful?

76

Slide77

Develop Action Plan

What is a specific, measurable action you can take towards this?

What might the first step be?

What options do you have for action here?

What is something within your control that might address this goal?

77

Slide78

Gain Commitment

What are you willing to commit to? Starting when?

For what duration?

How will you track your progress?

How can I hold you accountable?

When/how can we follow up on this?

How will we measure your success?

What if something gets in the way of your fulfilling on your commitment?

78

Slide79

Assess Progress

How helpful was this conversation for you?

What was most helpful?

What could have made it more helpful?

How would you assess your progress towards your goal(s)?

What would you like me to do to better support you?

79

Slide80

Coaching Demo

Observe the demo and note:

What is the coach doing that is supportive?

What other approaches might you take in

coaching this person?

What questions do you have?

80

Slide81

Practice Coaching in Pairs

Use all the skills you’ve learned to coach your partner on the challenge they’ve brought to training for 25 minutes.

Debrief in your pairs for 5 minutes before switching roles:

COACH:

Share one thing you did well.

COACHEE:

Share one thing the coach did/said that worked well.

 

COACH:

Share one thing you will do differently next time.

COACHEE:

Share one thing you suggest the coach consider doing differently next time.

81

Slide82

Where are the opportunities to Practice The Coach approach as AN

ADAPTIVE LEADER?

82

Slide83

The Coaching Process Over Time

Establishing

the

relationship

Ongoing

Coaching

Completion

Activities

Establish Goals

Describe process

Develop a Plan

Regular contact

Mutual Commitment

Ongoing assessment

of progress

Check Progress

Develop Next Steps

Complete evaluation

83

Slide84

Breakdowns in Each Phase

Establishing

the

relationship

Ongoing

Coaching

Completion

Activities

Trust not built

Unclear roles

Unclear outcomes

Lack of commitment

to success

Lack of regular

contact

One partner

disconnects

Surface only

Drifting into other

areas

Not doing a

completion

Lack of articulation

of progress

Partner not willing

to hear feedback

84

Slide85

Training Debrief:

What worked in the training for you?

What should we have covered that we didn’t?

What additional questions do you have?

Other feedback to improve training effectiveness?

85