Build Assessment Tool

8/8/2019 Build Assessment Tool

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BUILD ASSESSMENT TOOL

ITEMS ISSUES STATEMENTS

The coaching canhave a number ofoutcomes

1. Sets expectations of performance

2. Gives feedback on expectations to:

a. Reinforce and recognise achievementsb. Highlight shortcomings and define correctiveactions

c. Coach the individual on how to resolve issues ofperformance or behaviour through reflection andjoint solution development

3. Identify training/ educational needs

4. Motivate people wake up call

5. Disciplinary led to address persistent under-

performancea. Set up of a managed coached action plan(3months for redemption)- Consequence of non performance linked toseparation


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Plan: Preparing forCoaching

What is the behavior you think needs changing orstrengthening

Is this my problem or the Subjects?What is the

behavior goal you want

Is the problem one of knowledge or willingness or

both

What resistance/reaction is likely

What is my Action PlanHow will I make it ours

What are the key messages the person must hear

and understand about the issue to be addressedand the way forward

Position them on the grid, relative to theirimmediate population



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Plan: Issues toConsider beforeCoaching

Is the behavior in question a high impactbehavior? To the entire team, or just me?

Is my focus on the behavior exhibited, or anassumption I have about the cause?

What do I expect to accomplish from the session?

How do I feel about the person? Are my

perceptions overly critical or too soft?

What information should I use in preparation? DoI have examples?

What are the benefits for the individual, from theirpoint of view, for altering the behavior?

What specific actions have I developed for theaction plan?

What approach is likely to get the most

cooperation from the person? Have I made plans to involve them, get their

ideas, for how to resolve the problem?

Have I allocated enough time? Is the locationappropriate?


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Do: Conducting theCoaching Session

Set the climate

Set expectations

Get/give feedback

Develop the action plan

Reinforce


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Do: Set the Climate Open the coaching session with casualconversation

Get the person to relax and talk freely

Transition to coaching through focus on what hasbeen done so far


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Do: Set Expectations How long session will last

Why hold the session

What is desired outcome

What do you wish to achieve

What does the other person expect fromthe session


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Do: Get and GiveFeedback

Strengths

Invite the person to summarize his/her strengths Clearly support the self-assignment of those you

consider real strengths Get further clarification on those behaviors you do

not consider real strengths Identify other strengths that the person has

overlooked. Cite specific expamples.

Opportunities

Invite the person to summarize skills not currentlyperformed well. Objective is to gainacknowledgement is needed.

Clearly support the self-assessment of those youconsider real

Get further clarification on those behaviors you donot consider real opportunities

Identify additional needs the person may haveoverlooked or avoided. Cite specific examples.


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Do: Get and GiveFeedback

Show the relative position of the person on thegrid

Provide your rationale for why so positioned

Give your coaching messages on what they

need to address in content knowledge andbehaviour (impact on others, attitude, motivation


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Do: Develop theAction Plan

Identify the strengths noted

List activities to maintain strengths, milestones

and goals

Identify the needs noted

List activities to develop needs, milestones andgoals

Outline the resources needed

Agree on the plan as a joint commitment


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Do: Reinforce Summarize the Action Plan

Check for mutual understanding on key elements

Build mutual confidence that we can make it

happen


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Review: Assess theSession and Follow-Up

Ask yourself:

Did the session achieve the objectives

What went well

If I had to do it again, what changes would Imake in my approach

What follow-up coaching is required

What is my role in the Action Plan

When do I need to follow-up


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There are four keyintervention stylesthat we can deploy

Acceptant

Catalytic

Confrontational

Prescriptive


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We can use theacceptant style when...

A Subjects feelings about a situation, a problem,other people or themselves are blocking their abilityto move forward


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It is underpinned bytwo assumptions

The Subject is prevented from coming to terms withthe problem or cannot find a way forward becauseof their feelings

The Subject has sufficient resources to find theirown way forward once the feelings have beenacknowledged and resolved


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Using the acceptantstyle

Adopt an open, non-threatening body posture anduse direct non-challenging eye contact

Smile and nod acceptance of Subjectsdescriptions of their situation; use positive verbalsignals (uh-huh etc)

Paraphrase/summaries what the Subject is saying

to you

Encourage Subjects to say more

Encourage Subjects to express their thoughts andtheir feelings about the situation. Give Subjectspermission to explore their feelings

Use silence to allow Subjects time to think and

articulate how they are feeling

Do not discuss or apply any value judgments to thecontent of the Subjects problem

Accept that the Subjects initial definition of theproblem is not necessarily the real problem. Startfrom where the Subject is and allow them toexplore and redefine their problem. All diagnosesare made by the Subject.


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Above all listen atthree levels

1. What is the Subject saying?

2. What is the Subject not saying?

3. What is it that the Subject cannot bringhimself/herself to say?


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The Subject does not enough have enough relevant

data to make a decision about change or they haveso much data they are overwhelmed and cantdistinguish the essentials


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The catalytic stylerelies on some keyassumptions

That the Subject wants to solve the problem and arecapable of exploring various aspects of it with help

That either additional data, or more structured data,will have a significant impact on the Subjects

perception of the situation. And, as a result of thischange of perception, the Subject will be able todecide on an appropriate course of action

There is sufficient data within the the system tomake a decision although it may currently be difficultto access or interpret

There will be greater Subject commitment to adecision if it is owned by them. It is essential that

the Subject makes their own decisions based on thedata


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How do I use thecatalytic style?

Use open questions to encourage the Subject todescribe their situation - but also accept theSubjects perspective as the legitimate start point

Use who, what, where, when, how questions tohelp Subjects explore the situation for themselves

Only use why questions sparingly otherwise it willcreate an interrogatory atmosphere

Sometimes suggest data-gathering methodologies inorder to collect more information about the situation -however, such suggestions should be madetentatively: the Subject should be allowed to develop

their data-gathering approach wherever possible

Encourage the Subject to make their own decisions -do not allow yourself to be drawn into making thedecision for them. Equally, do not offer your opinionon which decision is best


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Above all... Do not hide a prescriptive suggestion behind asupposedly catalytic question

eg Have you tried...? or Would it be useful if...?


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We can use theconfrontational style...

In situations where the Subject is part of the problemand there are discrepancies between what they saythey do (or think) and what they actually do (or think)in practice.

To highlight the implications of the Subject continuingwith a current behavior pattern

To point out the impact a Subject is having on you

Confrontation does not involve blame orjudgment. It objectively highlights the gapbetween what Subject said they were going to

do and what they actually did. The choice ofwhat to do about the discrepancy remains withthe Subject.


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The assumptionsunderlying the use ofthe confrontationalstyle are...

The Subjects values, beliefs and behavior are partof the problem that you are trying to resolve

The Subject does not have insight into (or choose toignore) discrepancies between their proclaimed

values and their actual behavior and its impact

If the discrepancies in behavior are addressed theSubject will have sufficient resources of their own tofind a solution or satisfactory way forward

The Subject has sufficient emotional resilience toundertake an examination of their behavior andvalues and will be able to deal with the feelings likelyto arise


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How do I use a

confrontational style

Point out discrepancies between what they think

they do and what they actually do

Point out the implications of continuing with currentbehavior

Confront the Subject with your own feelings about

their behavior

Use direct questions that help the Subject towardsawareness and honesty

Present facts, counter-arguments and logic to helpthe Subject test their objectivity

Help the Subject examine any implications which

could arise as a result of their behavior

Present alternative frames of reference for Subjectsto consider

Towards the end of the confrontation, summariesany decision(s) that have been taken


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But above all... Be ready for an adverse reaction from theSubject (denial, counter-accusations, anger,justification, displacement, blame etc)

Choose the right time to confront

Follow up to address any feelings of hurt, loss of

self image

Be prepared for the Subject to make aninappropriate decision about how to resolve theproblem you have highlighted

Apply the principles of giving and receivinggood feed-back


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Good behavioralfeedback underliesmost interventions

Good feedbackis:

Descriptivenot evaluative

Specific rather than general

Aware of the needs of the giver AND receiver

Directed at behaviors that can be changed

Timely

Checked to ensure communication


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There Are Two Typesof Feedback

Positive

Constructive


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Id like to receivepositive feedbackwhen I

Exceed performance standards by a noticeabledegree

Assist others in meeting their standards

Volunteer for a difficult or unpopular job

Consistently perform well for a long period of time

Offer suggestions on ways to improve proceduresor product quality

Make an effort to improve


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Constructivefeedback

Is motivated by an honest attempt to help both theindividual and the organization

Is based on dialogue, not monologuetalk to theindividual, not athim/her

Is given at time/place individual is ready to receive

Results in a consensus about the problem

Focuses on behavior/performance not personality

Offers specific suggestions for improvement

Concludes with specific action plans


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If you are receivingfeedback

Use the process

Dont take it personally

Dont get defensive

Use active listening skills

Take advantage of the opportunity to improve


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We can use theprescriptive stylewhen ...

The Subject genuinely does not know what to do ordoes not possess the relevant skills to find asatisfactory solution to the problem

The situation is critical and requires rapid action


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There are fourassumptionsunderlying the style

The manager is an expert in a specialismappropriate to the Subject's problem and is able togive sound advice

The Manager will be able to provide a satisfactorysolution to the problem

The Subject will comply with and carry out the

prescription

The Subject simply wants the problem alleviatedand is happy to hand over all control andresponsibility to the Manager


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How do I use theprescriptive style

Use a professional approach probably devoid ofsocial/personal niceties

Conduct a probing diagnostic investigation todetermine what you need to know about thesituation

Listen to the Subjects but with a view to diagnosingthe problem and offering a solution

Take control of the intervention by telling Subjectsdirectly how you perceive the problem or situation

Give expert advice- prescribe the best solution orset of actions for the Subject to follow

Describe your solutions with confidence andauthority and if necessary offer to supervise

implementation


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Above all... Ensure that the Subject will really be receptive tothis approach

Ensure that the problem lies fully within your field ofexpert competence - remember that you will beheld fully accountable for any solutions youprescribe


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In summary,coaching has anumber of keydimensions

Coaching, or Subject-centered consulting, is anongoing process not a sequence of isolatedevents

As individual Managers we must build trust with

our Subjects using all the steps in the processfrom initial contact to disengagement

We must think through,carefully plan and review

our coaching interventions

We must be prepared to use the full range ofintervention styles and know when to switchbetween them

We must, at all times, have the highest standardsof personal ethics in our individual relationshipswith our Subject - always have their best interests

at heart

We must be open to coaching ourselves

Above all never forget that an intimaterelationship with a Subject is a privilege and thatSubjects (and Managers) are human beings whohave the right to be treated with respect

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