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Coaching Skills in the Workplace2-Day Workshop

OverviewThis two-day workshop has been designed to help participants develop a coaching style of management. It is a practical workshop which helps to raise self-awareness and provides opportunities to practise in a safe environment the key coaching skills of listening well and asking questions which help individuals to find their own solutions.

You will practise in small groups with examples which are real for you. You will receive feedback on your listening and questioning skills which will support you in developing your confidence and competence in using a coaching style to increase morale, motivation and performance in the workplace.

As this is a practical workshop we ask participants to identify and share two areas in which they would like to be more effective or successful. This allows authentic coaching conversations to happen in a safe and confidential environment and supports the learning of the group.

Learning OutcomesParticipants will: understand the definition of a coaching style in the context of

management and leadership styles; understand the benefits of using a coaching style and know when it is

appropriate to do so; learn how to use the OSCAR framework to support and structure a

coaching conversation; develop self awareness and confidence in their listening and

questioning skills and in using techniques to help people find their own solutions;

identify the actions they can take to develop a coaching culture within their own team or department.

Workshop Outline

Day 1 Welcome and Introductions Expectations and Ground Rules Coaching Definitions and Philosophies Qualities of an Effective Coach Coaching Skills – Effective Questioning and Active Listening The OSCAR Model Coaching Practise, Peer Feedback and Self Reflection

Day 2 Circles of Influence and Concern Developing Self Awareness

o Suspending Judgemento Emotional Triggerso Communication Preferences

Belief Cycles SMART Objectives Coaching Practise, Peer Feedback and Self Reflection

NELC Coaching Skills in the Workplace – 2 day programme January 2019 Page 2 of 65

DAY 1Coaching Definitions and Philosophies

Daniel Goleman describes six leadership / management styles, each of which:

derives from different emotional intelligence competencies; works best in particular situations; and affects the organisational climate in different ways.

Coaching is one of the six styles he describes; it is this style on which we will focus during this workshop.

In the tables below, the words in brackets are the names by which the styles were previously described. Three of these styles have now been renamed - the current names are shown in capital letters.


Goleman’s Six Leadership / Management StylesAFFILIATIVE VISIONARY

(Authoritative)COACHING DIRECTIVE

(Coercive)PARTICIPATIVE(Democratic)

PACESETTING

Leader’s modus operandi

Creates harmony and builds emotional bondsAvoids conflict and emphasises good personal relationships

Provides long-term direction and visionFirm but fair

Develops people for the future

Demands immediate compliance:Closely Controls employees

Forges consensus through participationEncourages employee input un decision- making

Sets high performance standards, doing many tasks personally and expecting others to follow by example

The style in a phrase

“People come first”

“Come with me” “Try this” “Do it the way I tell you”

“What do you think”

“I’ll do it myself”

Motivates by ...

trying to keep people happy

persuasion and feedback on task performance

providing opportunities for development

threats and discipline

rewarding team effort

setting high standards and expects self-direction from employees

Underlying EI competence

Empathy Building

Relationships Communicatio

n

Self-confidence

Empathy Change

Catalyst

Developing others

Empathy Self-

awareness

Drive to achieve

Initiative Self control

Collaboration Team

Leadership Communication

Conscientious Drive to

achieve Initiative

AFFILIATIVE VISIONARY(Authoritative)

COACHING DIRECTIVE(Coercive)

PARTICIPATIVE(Democratic)

PACESETTING

Effective when ...

used with other styles

tasks are routine and performance adequate

managing conflict

clear directions and standards are needed

the leader is credible

skills need to be developed

employees are motivated and wanting to develop

there is a crisis

deviations are risky

employees are working together

employees have experience and credibility

employees are highly motivated and competent

little direction is required

managing experts

Ineffective when ...

performance is inadequate – affiliation does not emphasise performance

there are crisis situations which need direction

employees are underdeveloped – they need guidance on what to d

the leader is not credible – people won’t follow your vision if they don’t believe in it

the leader lacks expertise

performance discrepancy is too great

in a crisis

employees are underdeveloped – little learning happens with this style

employees are highly skilled – they become frustrated and resentful at the micromanaging

employees need to be co-ordinated

there is a crisis – no time for meetings!

there is a lack of competency – close supervision is required

workload requires assistance from others

development, coaching and co-ordination are required

Overall impact on

climatePositive Most strongly

positive Positive Negative Positive Negative

THE IMPACT OF LEADERSHIP STYLES ON DRIVERS OF CLIMATE


Research investigated how each style affected the six drivers of climate, or working culture (left side of grid). According to the data the Visionary style has the most positive effect on climate, however three others – Affiliative, Participative and Coaching, follow close behind. Directive and Pace setting styles have the least positive effect on climate.

That said, the research indicates that no style should be relied on exclusively and all have at least short term uses.

The figures below show the correlation between each style and each aspect of Climate.

AFFILIATIVE VISIONARY(Authoritative)

COACHING DIRECTIVE(Coercive)

PARTICIPATIVE(Democratic)

PACESETTING

Clarity 0.37 0.44 0.38 -0.11 0.35 -0.28

Commitment 0.34 0.35 0.27 -0.13 0.26 -.02

Flexibility 0.27 0.32 0.17 -0.28 0.28 -0.07

Responsibility 0.16 0.21 0.08 -0.37 0.23 -0.04

Rewards 0.48 0.54 0.43 -0.18 0.42 -0.29

Standards 0.31 0.38 0.39 0.02 0.22 -0.27

Overall Impact on climate

0.46 0.54 0.42 -0.26 0.43 -0.25

Source: “Leadership that Gets Results” Daniel Goleman, Harvard Business Review, March – April 2002


What is Workplace Coaching?

There are a number of definitions; however, there is wide spread agreement on the following descriptions:

“Coaching is the art of facilitating another person’s learning, development and performance. Through coaching people are able to find their own solutions, develop their own skills and change their own behaviours and attitudes.”

“Coaching is an ongoing process designed to help employees gain greater competence and overcome barriers to improving performance.”

“Coaching is appropriate when the person has the ability and knowledge but performance is not maximised.”

“Coaching can help maximise performance and deliver ‘Performance Management’.”

“Coaching enables others to achieve goals by using their own inner resources.”

“Coaching is unlocking a person's potential to maximise their own performance.”

Reference: Coaching for Performance: Sir John Whitmore

"The brilliant Coach is the one who brings out the brilliance of others"

Reference: Time to Think: Nancy Kline

Different Coaching Approaches

Coaching can be used in a variety of different settings / situations and on a scale of very informal to very formal. The table below describes some of the situations and the typical features of those situations.

Approach FeaturesAd hoc Coaching ‘Ad hoc coaching’ is spontaneous coaching and is used, typically, by a manager or team

leader, in response to a question by their team member. However it can also be used in peer-to-peer situations.

Rather than ‘telling’ the person how to address the problem, the manager / peer asks the person what their desired outcome is, or what they’d like to achieve and what options they have, etc.

This coaching isn’t planned and takes place ad hoc, on a day-to-day basis. Those who ask questions and listen to enable others to resolve their challenges, rather than ‘tell’ and/or provide answers are using a ‘coaching style’.

A coaching style provides support, challenge, feedback and guidance - but rarely answers.

Planned coaching as part of on-going development support

This is used, typically, by a manager or internal coach as part of an on-going development plan for a team member. As with ad hoc coaching it may also be used in peer-to-peer settings.

It may be used to help a person become more effective, for example to develop their interpersonal skills or confidence during interviews, presentations, meetings, etc.

Or it could be used to help them address a specific issue, e.g. conflict with another team member, work life balance; etc.

This type of coaching is agreed with the manager / coach and the individual and the individual defines what they want to achieve.

The purpose of the coaching is to help the individual move forward and achieve their

desired outcomes.

This coaching approach could be asked for by the individual, suggested by their manager or be part of an on-going personal development process.

Planned coaching to raise awareness of an issue that is resulting in an individual being less effective than they could be

This approach is typically used by the manager who wishes to raise the awareness of a member of their team that there is an area of their performance which could be improved upon. This issue may relate to the way the person interacts with other team members or customers, or it may be related to a process, etc.

This is often referred to as a ‘difficult conversation’. At this stage it isn’t a performance issue but it does need to be addressed in a positive way to prevent it from possibly escalating into a performance issue.

In this type of coaching, the manager / coach will typically call the meeting and they would use the session to understand the ‘issue’ from the individual’s perspective and to raise the awareness of the individual of the impact of their behaviour on others or the system.

Planned coaching to address a specific under performance issue

This approach is typically used by a manager wishing to use a coaching approach, rather than a capability approach to address an area of underperformance.

The goal of the manager / coach is to raise the awareness of the individual and to support them to identify some actions that they can take to proactively address their performance.

The performance wheel is a useful coaching tool to help raise awareness and address a specific under-performance issue.

Source: Adapted from ‘The OSCAR Coaching Model: Simplifying Workplace Coaching (2009)’

The same skills are used in whichever type of coaching is being used!

Coaching Skills in the Workplace – 2 day programme (January 2019) Page 9 of 65

Developing a Coaching Style - a useful approach for Managers

Studies over many years have discovered some interesting insights as to what motivates people at work. The top three motivators at work appear to be: Feeling appreciated and valued Feeling trusted and involved in decision-making Feeling supported during tough times

In a 2012 study by the Institute of Leadership and Management, 50% of respondents believed that their organisation prioritised financial goals over the above motivators.Source: ILM Trust Survey

Further studies have consistently shown that one of the main reasons people give for leaving their job is ‘Their relationship with their manager’.Source: CIPD Development Survey

Using a coaching style of management can have a very direct influence on these motivators.

A coaching style is a very inclusive style – when it is used well it looks and feels like an open conversation between people who have a good relationship. This means that there is plenty of opportunity to: demonstrate how you appreciate and value each other – research

shows that just committing some time to speak to each other makes you feel valued!

demonstrate trust and involve each other in decision-making. be supportive during tough times.

Therefore, a coaching style, when used well and consistently, directly addresses the top three reasons why the relationship between a manager and team member deteriorates. Becoming confident in the use of a coaching style can help managers to gain buy-in from their staff and enable their staff to perform at their full potential.

Managers who consistently use a coaching style improve productivity, morale and job satisfaction for themselves and their colleagues. Such managers find that people are more empowered and less dependent on them, thus freeing them up to focus on their more strategic priorities rather than being caught up in the operational issues.

This means the manager has more time to spend on developing the skills, competence and independence of team members and this continues to reduce their dependence on the manager. The end result is improved performance, less stress, more time for the important things - as opposed to constantly ‘putting out fires’, and ultimately, a happier more productive workforce.

Maximising Performance through using a Coaching StyleAccording to Binder (1998) six components need to be in place if performance is to be maximised.

To enable people to perform well, consideration must be given to:

ClarityPeople need clear objectives, expectations, feedback and boundaries.

EnvironmentPeople need the right tools and equipment to do the job, with clear procedures and processes, and appropriate behaviour from the people they work with.

Consequences and IncentivesPeople need to know what is rewarded and what is punished. What incentives are there to perform well?

Knowledge and SkillsPeople need to receive the appropriate training to do the job. This could be technical, behavioural, managerial or organisational.

Individual CapacityPeople need to have the emotional and intellectual capability to perform, and share a common set of values and beliefs with their work colleagues.

Motives and PreferencesPeople need to feel motivated, have clear reasons for working, clear career and personal goals, and to feel valued and appreciated for the efforts they make.

Increasing Awareness and Responsibility

In responding to the manager's coaching questions the staff member becomes aware of every aspect of the task and the actions necessary. This clarity enables them to envisage the near certainty of success, and so to choose responsibility.

By listening to the answers to their coaching questions the manager knows not only the action plan - but the thinking that went into it. The manager is therefore far better informed than they would be if they told the staff member what to do - and therefore has better control of what is going on. Coaching provides the manager with real, not illusionary control and provides the staff member with real, not illusionary responsibility.


What does coaching involve?Coaching is the very opposite of telling someone what to do. The effective coach uses questions to help raise the awareness and understanding of the person they are coaching.

Coaching is essentially the art of asking good questions, and of knowing when and how to ask them and, of course, to actively listen to the answers – what is being said as well as what is not being said.

Effective coaches have the ability to and, more importantly, the willingness to: Ask effective questions Actively listen and reflect back Use silence where necessary to enable a person’s thinking Remain detached and non-judgemental Be patient and supportive Build rapport and empathy Give and receive feedback Refrain from giving advice and providing solutions

Coaching, in its purest form, is creating a space for an individual to find answers to their own questions. It assumes the individual has the answers to the questions they ask of themselves. They just may not be able to get at those answers as they are covered up by layers of life experience, beliefs, conflicting understandings, and anything else that may come up. A coach’s job, therefore, is to support the coachee to get from A to B, quicker and more effectively than they might on their own.

One of the key benefits of coaching is that it is a sustained intervention - the coachee and the coach connect on a regular basis and the coachee’s progress can be monitored.

Coaching is widely recognised as a method of developing employees to enhance organisational performance. Coaching is one of the most effective ways of unlocking potential and creating an empowering atmosphere at work. It is a flexible process whereby an individual, through direct discussion and guided activity, helps a colleague to learn to solve a problem, or do a task better than would otherwise be the case.Coaching is, therefore, a low-cost, low-risk tool to effectively manage performance.

The essence of coaching is that it encourages people to: take responsibility for themselves; experience themselves as powerful; continue learning; be creative in problem-solving; be in charge of their own development and able to make excellent decisions and fulfil their potential.


The key features of coaching

A flexible technique for improving performance and learning ability.

Involves a dynamic interaction rather than a one-way flow of information.

It is not a quick fix; it is about establishing sustainable change.

Emphasises feedback to the learner.

Can focus on interpersonal skills that cannot be readily or effectively developed in a traditional training environment.

It is highly effective when used as a means of supporting training initiatives to ensure that key skills are transferred back to the workplace.

Note: ‘Life Coaches’ use the same techniques as workplace coaches. In life coaching the coach focuses entirely on helping the individual to achieve their own goals i.e. the performance standards are set by the individual being coached.

As a manager or peer using a coaching style there is a focus on shared team and organisational goals. The performance standards will often be set by the organisation – a key role of the ‘coaching manager or peer’ is to use a coaching approach to increase engagement and performance to ensure those performance standards are met.


How does coaching relate to other development / supporting activities?

Coaching is not the same as some other methods of developing people, though it shares a number of common strands with them. The main differences are shown in the table below.

Other development / support Coaching

Therapy and counsellingAssumes the person is ill and needs a cure/help and has temporarily lost their sense of resourcefulness.

Coaching assumes the person is well and can solve their own problems; it typically has a strong focus on goals. It is work rather than help.

TrainingThe content and agenda is owned by the trainer and works to an external curriculum. The assumption is that knowledge will pass from trainer to trainee.

Coaching is owned by the coachee; there is no external curriculum or timetable. The coach does not assume that he or she has knowledge that the coachee lacks.

MentoringAssumes the mentor is more experienced, knowledgeable about the subject, and knows best. A mentor offers trusted advice based on experience.

Coaching assumes the coachee knows best. The coach does not offer advice or solutions but encourages the coachee to wrestle with problems themselves and find their own solutions.

AppraisalA formal part of the control system happening at intervals the focus is a judgement by the manager on the performance of the appraisee.

Coaching is an informal process of development that can happen every day; judgement on performance is only a small part of what takes place.

All of the aboveHave a power differential: the therapist, trainer and mentor all assume the more ‘senior’ role and the appraiser is likely to be senior to the appraisee.

Coaching is far more a relationship of equals for the purposes of the conversation, even where one person is more senior than the other.

Source: Manager as Coach: The New Way to Get Results (2012)


Principles, Beliefs and Qualities of anEffective Coaching Style

An effective coaching style is based on the principle that the individual probably knows more about their own situation than the coaching manager does. The manager believes in the ability of the individual to create insights and ideas (choices) that enable the individual to move towards the outcome they want.

The role of the manager is to use well developed skills of listening, questioning and reflection to create highly effective conversations and experiences for the individual.

A coaching style uses non-directive rather than directive language - even in a planned session that is being held to help raise the awareness of an individual about a situation.

The coaching style is designed to help the individual reach their own solutions, choose to change their own attitudes and behaviours and address any negative habits or limiting beliefs. This cannot be done by telling someone what to do!

Using a coaching style encourages the individual to delve beneath the surface to acknowledge and understand their thoughts, beliefs, emotions and needs. This in turn helps them gain insight and generate new creative ways of thinking that help to move them forward.

A true coaching style operates from principles of success. According to Julie Star (2008) a manager with an effective coaching style:

maintains their commitment to support the individual remains detached and non-judgemental builds their relationships on honesty, openness and trust believes that the individual is responsible for the results they are

creating believes that the individual is capable of much better results than they

are currently generating maintains their focus on what the individual thinks and experiences believes that individuals can generate perfect solutions (i.e. perfect for

the individual, if not for the manager!). ensures that their conversations are based on equality. Source: Julie Starr (2008). The Coaching Manual


The personal qualities of someone with an effective coaching style include the capacity to:

be self aware inspire others build relationships be flexible communicate clearly be forward looking manage professional boundaries.


Questioning Skills

Asking Effective Coaching Questions

When using a coaching style effectively, the questions asked are designed to generate awareness and insight. To have an effective coaching style you must ask effective questions.

Open QuestionsOpen questions are the most effective for raising awareness and developing insight. Open questions seek information and invite conversation. Beginning with Who, What, Where, When, How, etc, they are used to gather information.

Asking Why tends to be discouraged in coaching, since it may imply criticism / judgement and can evoke defensiveness e.g. “Why did you do that?”, a better question would be; “What prompted you to take that action?”, or “What stopped you?” rather than “Why didn't you?” , or “What were your reasons?” rather than “Why did you do it?”.

Probing QuestionsProbing questions are designed to dig deeper and uncover detail. Questions should begin broadly and increasingly focus on detail. Probing deeper or asking for more detail keeps the individual focused on the issue and helps to bring into their consciousness those often partially obscured factors that may be important in helping them to find a solution.

By probing sensitively the individual can be helped to identify problem areas or barriers that they were previously unaware of – these are sometimes referred to as ‘blind spots’.

Leading QuestionsBe aware of trying to lead the individual to the answers you want, or to where you want them to be. Avoid leading questions and questions that suggest actions for them e.g. “Do you think it would be a good idea if you……..” or “Have you thought of………..”

Hypothetical QuestionsHypothetical questions ask people to imagine a situation and consider what they might do. They can be very useful in enabling creative thought – do be careful though that you are not dressing up a leading question as a hypothetical one though!

Closed QuestionsClosed questions are used to determine specific information eg ‘yes’ or ‘no’ answers – they should be used sparingly in coaching.


Listening Skills

Listening to UnderstandWhen listening to understand, you must be fully attentive to the individual’s answers to your questions. If you are not, trust is likely to be lost and also you will not know what question to ask next. The ‘right question’ to ask usually comes from the individual’s answer to your previous question rather from a pre-prepared list of questions!

Listen to the individual’s voice - watch out for changes in pitch, tone, tempo, volume, etc as this will give you information about their emotional reactions. Their choice of words can be very revealing, e.g. a predominance of negative terms, a shift towards formality or informality, etc can help you understand the issues that are of most importance to them and therefore help you to ask more effective questions.

Watch also for changes in posture, stance, skin tone, etc as changes and reactions in response to your questions can help you with your choice of next questions. Also be aware of your own body language, what might they imply about you? Is this what you intend?

Reflecting back and taking notesHowever clear you believe you are about what the individual has told you it is always worth reflecting back your understanding to the individual from time to time and summarising key points. This demonstrates you are listening; ensures correct understanding; and also allows the individual to clarify what they've said if that is required.

You should try to keep note taking to a minimum. It is very difficult to actively listen if you are concentrating on making notes! Asking the individual to write down their desired outcome and actions is important in ensuring commitment to action – they are more likely to feel ownership of their actions if they write them down.

It is important that you keep a note of what you have agreed with the individual - this can be done at the end of the session when it will not interfere with your listening.

Source: Effective Coaching: Lessons from the Coach’s Coach (2003)


How to be a better listenerActive listening is a key communication skill and vital in developing a coaching style - you have to want to listen.

Active listening means withholding judgement about what is being said. It is important to concentrate on receiving the message without attempting to react to it.

Listening is the ultimate compliment. If I listen to you, not just hear you, then I am doing you the honour of trying on your ideas. That is a very generous and complimentary thing to do.

Everyone has a deep-rooted need to feel listened to and understood. No one goes to work saying “I can’t wait to be misunderstood today!” Dispute resolution bodies (e.g. ACAS and Relate) state that in most cases a party to the dispute will, at some point, state the problem as “they don’t understand me!”

One of the most important points to note is that part of listening is really proving that you have listened by being able to summarise, paraphrase and reflect back what you have heard and understood. “I heard what you said, now I’m going to tell you what I heard you say” establishes whether listening has occurred. This is NOT reacting or making judgements on what is said.

A good listener is someone who doesn’t just work at it, but who shows some evidence that the job has been done - the person who says things like:

“Let me check that I’ve got that right, are you saying ……?”“What I heard you say was…………… is that correct?”“Have I understood that correctly?”

The motto of the good listener is “Receive before you react”.

It is also important to become aware of your ‘triggers’. These can be words, tone, expressions, etc – anything you have anchored a feeling to. Most of us are aware that we have anchored certain feelings to particular pieces of music - we are often less aware of our other anchors and may not realise that these can cause a kind of emotional deafness by involving us in the exercise of our own private thoughts and prejudices – which stops us listening.


The 6 Levels of Listening

Level Activity of listener Effect on person being listened to:

1

Listening to ‘argue’

Making judgements about what the other person is saying, the listener is thinking, “do I agree or disagree with what this person is saying?”

The listener is getting ready to interrupt and put their views across!

Doesn’t feel listened to and doesn’t feel heard or understood - and possibly might even feel undermined.

2

Listening to ‘think about your next question’

Not really listening to what the person is saying. The listener is thinking, “What question should I ask next?”

The listener is thinking about the correct ‘formula’ they should be following.

Doesn’t feel listened to and doesn’t feel heard or understood – and possibly might feel the listener is following some sort of training manual!

3

Listening to ‘demonstrate you are listening’

Using eye contact and positive body language to demonstrate you are a good listener.

The listener’s desire to ‘look like a good listener’ is distracting them from effective listening.

Starting to feel that the listener is interested in what is being said – but this feeling will quickly disappear if there is no evidence that the listener has really heard and understood what was said.

4

Listening ‘actively’

Using eye contact, positive body language and accurately reflecting back what the other person is saying.

Feels listened to and understood – feeling that the listener is genuinely interested in what is being said.

5

Listening to ‘understand’

Using eye contact, positive body language and accurately reflecting back what the other person is saying. Mirroring and matching their body language, matching their metaphors and representational systems.

Feels understood, feels that the listener is interested in what is being said and ‘gets them’ and what it’s like to be in their position.

6

Listening to ‘help the speaker to understand themselves’

Using eye contact, positive body language and accurately reflecting back what the other person is saying. Mirroring and matching their body language, matching their metaphors and representational systems – plus using your own self-awareness and intuition to connect more fully with what the person has said and to accurately reflect thoughts, feelings and observations.

The enhanced quality and clarity of thinking that is generated creates significant insights and ‘light-bulb’ moments.

Feelings of being listened to and understood at a very deep level.


The OSCAR Coaching Model

The OSCAR model helps us to structure our coaching conversation. It ensures we: stay on track to define a clear objective / outcome; identify the choices we have in achieving that outcome; acknowledge the potential consequences of our choices and create clear plans with actions for us to implement and review.

OUTCOME

Your destination

In this stage you help the individual clarify their desired outcomes, for this session and for the longer term, around the issue you are discussing.

SITUATIONYour starting point

In this stage you help the individual to get clarity around where they are right now.

CHOICES and CONSEQUENCESYour options

In this stage you help the individual generate as many alternative choices as possible and consider the potential consequences of each possible choice.

ACTIONSYour detailed plan

In this stage you help the individual to identify and clarify their next steps and to take responsibility for their own action plan.

REVIEWMaking sure you are on track

In this stage you help the individual plan how you and they will regularly review their progress to ensure they are on track to achieve the desired outcome.

© Worth Consulting 2002


Effective Coaching Questions using the OSCAR Model

The questions asked by the manager / peer / coach should generate AWARENESS and RESPONSIBILITY within the individual. To adopt an effective coaching style you must be able to ask effective questions.

In the table below there are examples of generic questions for each segment of the OSCAR Model. Consider the questions and identify which ones you are likely to feel most comfortable with using and which are most likely to be useful to introduce to your everyday role.

It is though important to note that the best questions are the ones which are prompted by the answers to your previous question – simply reading questions from a pre-prepared list will not demonstrate active listening, an understanding of the real issue for the person and so will not help you to build rapport and trust.

OSCAROutcomeShort term (for this session):

What would you like to walk away with from today’s session?

Long Term: What is your long-term outcome around this issue? Which outcome or outcomes do you want to focus on? What would success look like/feel like to you? How will you know you’ve achieved your outcome, what will be happening? How important is it to you to achieve this outcome? What will it cost you if you don’t achieve this outcome? What impact will achieving this outcome have on ………? What impact will not achieving this outcome have on ………? Over what period of time do you want to achieve this outcome?

Situation What is the current situation? What is happening right now? What do you consider to be the main issues right now? What impact is that having on you? What impact is that having on others? (Your team, your colleagues, your

performance etc)? Who is contributing to the problem? What are you doing that could be contributing to this problem/issue? What do you do now and how does that impact on the issue? What do you do now, in this situation, or a similar one, that works well? What made you aware that you need to do something different?


Choices & Consequences What choices do you have? What could you do to start to resolve the situation? What do you need to do/say to start to resolve the situation? What are the upsides of that option? What are the downsides? What’s stopping you from doing that now? How far towards your outcome would that option take you? What advice would you give to somebody else in your position? What else could you do? Who else could help you? What’s stopping you from asking them? What would you like to do differently? What’s stopping you? What would you do if you knew what to do, or weren’t afraid to take action? What would be the consequences? Upsides and downsides? What would you do if there were no downsides or repercussions? What’s the worst that could happen? What’s the best that could happen? Which choice(s) will best move you towards your desired outcome? How far would that take you towards achieving your desired outcome?

Actions What actions are you going to take? What will you do to move yourself forward? What specific actions are you willing to take? When will you take them? What support will you need? Where will you find that support? How will you maintain your motivation? What actions will you take in the next 24 hours to move yourself forward? How committed are you to take this action? What’s stopping it from being fully committed? What will you do next? What more do you need from me as your manager / coach?

Review What interim support do you need? What will you do to check whether your actions are moving you towards your

desired outcome? How will you review your progress? When will you and I get together to review your progress? What would you like to be able to tell me next time you see me? How will you maintain your momentum? How will you measure your success? How will you celebrate your success?

Motivating Ourselves and OthersExpectancy Theory was developed by Victor Vroom and popularised by Anthony Robbins in his best-selling book Unlimited Power. The theory


predicts that all of our actions and behaviours will be driven by our desire to achieve pleasure or avoid pain. Furthermore, there is evidence that we will do far more to avoid pain than we will to gain pleasure!

For example: You know a task needs to be done - but you know it will be difficult / unpleasant / boring (painful) to do it. So the task stays on a "to do list" for a long time – almost as if in the silent hope that it will go away over time! Then, all of a sudden, the pain of not doing the task becomes greater than the pain of doing it - and suddenly the task gets done! And there may even have been some pleasure in the accomplishment after all!

Because pain is generally the greater motivator of behaviour in the short term, if you want to make sure you take the actions needed to move you towards your goal then you must change what you link pain and pleasure to.

All of us, knowingly or unknowingly, weigh-up how much pleasure is involved against how much pain is involved before we make a decision on how to act. The brain literally says to itself:

How much pleasure will I get from taking this action?

How much pain will I get by taking this action?

Because the fear of pain usually outweighs the possibility of pleasure we end up not taking the action that our logic says we should!

Everyone wants to avoid pain, and our subconscious tries to help us avoid pain. However, this often works against our best interests, so we have to raise our awareness to avoid being controlled by a subconscious fear of pain. We need to put ourselves back in control on a conscious level.

For example: You know you have to revise for the exam in two months. You want the pleasure of passing the exam and the increased chances of finding a good job. But revising is painful – so you don’t do it until 2 days before the exam!

Why? Because at that point in time the pain of failure suddenly becomes greater than the pain of the revision!


To increase motivation we need to consciously help our brain by:

Listing all the pleasure we will get from taking that action(e.g. Better job, more prospects, more choice and more money).

Listing all the pain we will get from NOT taking that action(e.g. No job, less prospects, less choice and less money).

We are driven to immediate action when all the pain we will avoid by taking that action plus all the pleasure we will get from taking that action is greater than all the pain we will get by taking that action.

Ask yourself “what will I gain by taking that action, what will it cost me if I don't take that action, what will it cost me now, in three months’ time and in five years’ time?”

By taking control of how your brain processes pleasure and pain you can propel yourself into taking action on a consistent basis, because your brain will focus on all the pleasure you will get and all the pain you will avoid by taking that action.

Using a coaching style you can help your staff to become aware of the pain that certain beliefs might be causing them, now and in the future. When people become aware of this they are then often propelled to take responsibility to do something about it.

The Consequences step of OSCAR is an excellent place to discuss pleasure and pain e.g. what would be the upsides (pleasure) of that choice? What would be the downsides (pain) of that choice?

It is quite common for an individual to say they will take action – and then not take any action at all. In using a coaching style it is therefore useful to explicitly raise awareness of the ‘pain’ that this might cause by asking the following question:

What will / could be the consequences of not taking action to resolve this issue?

This often leads to a realisation of the pain that this would cause – thus motivating the individual to take action!

The Review step of OSCAR creates commitment to action by explicitly setting a date when actions will be reviewed and evaluated. This minimises the likelihood of actions being agreed but not followed through.






DAY 2

Circles of Control, Influence and Concern

Stephen Covey describes the habit of being proactive with what he calls the Circle of Concern and the Circle of Influence.

Your life doesn’t just “happen.” Whether you know it or not, it is carefully designed by you – the choices you make are your choices. You choose your emotions; you choose your attitude; you choose your behaviour - you choose success and you choose failure. Every situation provides an opportunity for a new choice – an opportunity to do things differently and to create different results.

Proactive people focus their time and energy on things they can control instead of reacting to or worrying about conditions over which they have little or no control.

The Circle of Concern represents the amount of focus we put on trying to deal with concerns over which we have no control. The more time and Coaching Skills in the Workplace – 2 day programme (January 2019) Page 30 of 65

Control

Concern

Influence

energy people spend focusing on things over which they have no control, or complaining about barriers that they perceive they cannot overcome, then the more stressed and reactive they are likely to become.

The Circle of Influence represents the degree of focus we place on doing things to influence the concerns we have which we can actually reasonably do something about. The more people focus on the things they can do something about and work on them, the more proactive and less stressed they are likely to become. As they do this, they increase their circle of influence.

Proactive people focus their efforts on their Circle of Influence. They work on the things they can do something about. Reactive people focus their efforts in the Circle of Concern–things over which they have little or no control.

Gaining an awareness of the areas in which we tend to focus our energies is a big step towards becoming proactive.


Suspension, Perception and Being Non-Judgemental


The Ladder of Inference Case Study: Bill

“I am standing before the Executive Team, making a presentation. They all seem engaged and alert, except for Bill, at the end of the table, who seems bored out of his mind. He turns his dark, morose eyes away from me and puts his hand to his mouth. He doesn't ask any questions until I'm almost done, when he breaks in with: "I think we should ask for a full report."

In this culture, that typically means, "Let's move on."

Everyone starts to shuffle their papers and put their notes away.

Bill obviously thinks that I'm incompetent -- which is a shame, because these ideas are exactly what his Department needs.

Now that I think of it, he's never liked my ideas. Clearly, Bill is a power-hungry idiot.”

By the time I've returned to my seat, I've made a decision: I'm not going to include anything in my report that he can use. He wouldn't read it, or worse still, he'd just use it against me. I have an enemy who is prominent in the organisation!

In those few seconds before I take my seat, I have climbed up what Chris Argyris calls a "ladder of inference," -- a common mental pathway of increasing abstraction, often leading to misguided beliefs:

I started with the observable data: o Bill's comment "Let's move on.". . .

I selected some details about his behaviour:o his glance away from me and apparent yawn. (I didn't notice

him listening intently one moment before) . . .

I added some meanings of my own...o based on the culture around me (that Bill wanted me to finish

up)

I moved rapidly up to assumptions about Bill’s current stateo he's bored . . .


I concluded that Bill, in general, thinks I'm incompetent.

In fact, I now believe that Bill (and probably everyone whom I associate with Bill) is dangerously opposed to me . . .

. . . thus, as I reach the top of the ladder, I'm plotting against him!

It all seems so reasonable, and it happens so quickly, that I'm not even aware I've done it.

Importantly - all the rungs of the ladder take place in my head. The only parts visible to anyone else are the directly observable data at the bottom, and my own decision to take action at the top.

The rest of the trip up the ladder is unseen, unquestioned, not considered fit for discussion, and enormously abstract - I’ve probably leaped up that ladder of inference many times. The more I believe that Bill is the enemy, the more I reinforce / notice this behaviour in the future.

This is known as the "reflexive loop": our beliefs influence what data we select next time.

And there is a counterpart in Bill’s mind: as he reacts to my strange behaviour, he's probably jumping up some rungs on his own ladder.

Bill might indeed have been bored by my presentation; might have been eager to read the report on paper; might think I'm incompetent; he might be shy; or he might be afraid to embarrass me. More likely than not, he has inferred that I think he's incompetent. We can't know, until we find a way to check our conclusions.

Unfortunately, assumptions and conclusions are particularly difficult to test.

If I wanted to find out if Bill really thought I was incompetent. I would ask him, "Bill, do you think I'm an idiot?"

Even if I could find a way to phrase the question, how could I believe the answer? Would he answer honestly?

Now imagine me, Bill, and three others in a senior management team, with our untested assumptions and beliefs. When we meet to deal with a concrete problem, the air is filled with misunderstandings, communication breakdowns, and feeble compromises.

The ladder of inference explains why most people don't usually remember where their deepest attitudes came from. The data is long since lost to memory, after years of moving up the ladder rungs. Coaching Skills in the Workplace – 2 day programme (January 2019) Page 34 of 65


Triggers and Emotional High-jacking

Self Awareness

We need to remain self-aware to monitor own reactions, of emotion or judgement, to any of the individual’s responses to our questions and recognise where these might interfere with our objectivity and detachment.

Emotional high-jacking can occur when we experience a situation we find stressful, frightening or unpleasant. It can also occur when we hear particular words, phrases or noises; or when we see particular expressions, mannerisms or movements which irritate us or remind us of a situation where our emotions were heightened.

During emotional hijacking we lose access to our logical rational brain and we act from a position of ‘fight or flight’ – we may say things we don’t mean or which are inappropriate, and we realise this when we reflect later on the situation; and very often we stop listening without judgement and move to listen to argue instead. We are likely to lose rapport and have les empathy with the person who has ‘triggered’ us.

It can happen to all of us – sometimes it takes us unawares; sometimes we can predict that it might be likely to happen in particular circumstances or with certain people.

In order to listen well, suspend our beliefs and be non-judgemental we need to know what our own triggers are and learn to not react to them in ways which impact negatively on our listening and relationships.

By understanding the impact of triggers we can help others to identify their triggers and to reflect on how best to become desensitised to them.


Personal Iceberg

Using a coaching style involves delving underneath the water line to help the individual discover and understand the underlying issues and barriers that drive their behaviour, therefore giving them the power to change themselves.


Belief Cycles

Controlling what things mean to us is the ultimate power that we possess.There are things that you cannot control but you can influence. You can often influence the opinions of those you care about, those you do business with and you can influence some events.

At the same time, however, you must be aware that you cannot control other people's behaviour - no matter how hard you try, nor can you control the past.

“I am what I am today because of the choices I made yesterday”

Using a coaching style raises people’s awareness that they have a lot more control and influence than they realise. With this raised awareness, they are able to make better choices about how to respond to any situation – and proactively move back into their circles of control and influence.

A coaching style can help people to break out of negative belief cycles and help them establish positive belief cycles and make better choices.


http://www.emotionalintelligenceatwork.com/wp-content/uploads/2013/03/behaviour-cycle.jpg



SMART Objectives - Well Formed OutcomesThinking in terms of ‘outcomes’ i.e. what people are trying to achieve, is not a natural starting point for most individuals. More likely, as people get so wrapped up in the problems they face in their current situation they lose sight of what they were trying to achieve in the first place.

Imagine a football field with no goal posts. The teams would run around for 90 minutes, get very tired and never score a goal! Sometimes the workplace can feel a bit like this – a lot of work being done, but not a lot being achieved. In an environment where there is increasing demand to ‘do more with less’ it is now more vital than ever that goals are clarified and focussed on at all levels within an organisation.

Setting goals gives you long-term vision and short-term motivation. It organises your time and effort so that you can make the very most of the resources available to you.

By setting sharp, clearly defined outcomes, you can measure and take pride in the achievement of those outcomes, and you'll see forward progress in what might previously have seemed a long pointless grind. You will also raise confidence, as people recognise their own ability and competence in achieving outcomes.

Research shows that performance is linked with outcomes that are set. Your outcomes are your targets or what you intend to achieve, and those people with well-formed outcomes achieve much more than those without clear outcomes.

Of course, having such goals does not guarantee a successful outcome. However, it does lead to significantly better results by clear goal setters than similar people with vague goals, and a significant number of people actually achieving ambitious goals. Many well-known entrepreneurs, including Richard Branson and Duncan Bannatyne, talk about the importance of writing down goals, regularly reviewing progress and having the flexibility to adjust goals in the light of new threats and opportunities.

Writing down goals takes a thought from the mind and creates it on paper. The goal can now be ‘seen’ i.e. visualised.

Goals should be SMART:

Specific Measurable Achievable Realistic Time-bound


http://www.mindtools.com/pages/article/newHTE_74.htm

SMART Objectives – Exercise

1. Review the following statements (a – e) and decide whether or not you think they are SMART Objectives?

2. For any which are not SMART, what changes would you suggest so that they are?

**********************

a) I want to be more confident.

b) I plan to improve my communication skills with my direct reports.

c) I will chair three meetings effectively, ensuring that a useful Note of each meeting is produced and circulated within one week.

d) I will discuss several areas of my performance with my manager, aiming to improve my competency rating in 'management ability' and 'leadership' to at least 'competent' by October.

e) I will be more organised and use my electronic diary.

f) I will improve my working relationship with X so that customer experience is not affected by our differences in opinions.


Coaching Case Study: KATIE

Katie is a Training Officer. She is appropriately qualified for her role and, on many occasions, has clearly demonstrated her competence at delivering training materials in a clear and authoritative manner. She is the youngest member of the team of Training Officers.

One only has to look at the end-of-course questionnaires completed by participants on her courses to see what they think of her performance. Almost without exception, participants state that their learning objectives have been achieved and her overall performance is consistently described as ‘excellent’. When the scores are averaged out, Katie comes top of the six trainers within the Department.

However, if you read the detailed comments on the questionnaires a slightly different picture becomes evident. This is particularly true on some of the skills courses with which Katie has recently become involved. Here, comments were made regarding the feedback she gave after role-playing and other skills development exercises had been completed. The gist of the criticisms are that the feedback is somewhat generalised with an emphasis on the negatives rather than the positives. Indeed, a few people were quite upset by the directness of Katie’s feedback.

When challenged about the feedback in a telephone call from one participants’ manager, Katie maintained that she would not be doing participants any favours by ‘wrapping them up in cotton wool’ or sidestepping obvious limitations in their performance. The manager concerned remarked to a colleague that he had felt somewhat intimidated during his conversation with Katie.

All of this leaves you somewhat confused as you attempt to get straight in your mind a summary of Katie’s performance and development needs.

You were recently appointed as the organisation’s Training Manager, having spent several years in similar roles in a range of organisations. Although only a few months into your role you have decided to undertake a performance review and development needs analysis of your team. You are keen to develop a coaching culture within the Department and have decided to follow a coaching approach when meeting with each of the Training Officers.

You cannot argue with the statistical evidence relating to Katie’s performance, but the detailed qualitative comments, although few in number, do worry you. Giving constructive feedback is, you believe, a vital part of a Trainer’s role. No matter how good their presentation skills, no Trainer can be seen as fully effective unless they can handle feedback sessions.

You realise that you need to explore the difference between the scores and the qualitative comments at Katie’s performance review meeting. You


are worried that based on her position at the top of the Trainers’ league table, Katie is expecting to receive a very positive review and may take your coaching questions and feedback the wrong way.

Part One:

1. What is the outcome you want from Katie’s review session?

2. How would you approach the session?

3. How would you set the scene?

4. What questions could you ask to help her to realise the issue herself?

5. What could be the reasons behind Katie’s reported failure to deliver constructive feedback despite her obvious high level of presentational ability?

a. How could you find out?

b. What difference would this make to your on-going coaching sessions?

Part Two:

1. Outline a realistic plan to coach Katie to be able to give feedback in a constructive manner which is helpful to course participants.

a. What sort of activities would you recommend?

b. Who would you involve?

c. What would you need to take into account?

2. What hurdles will both you and Katie have to get over if the coaching programme is to be successful?


Improving Linguistics and Body LanguageThe skill of building rapport is essential if you are to develop a coaching style of leadership or management. We build rapport by creating or discovering things in common. This is often referred to as mirroring or matching. There are many ways to create commonality with another person and thus a state of rapport.

You can match or mirror interests; association (ie have similar friends); beliefs; and experiences.

For most of us, the most common way we exchange information is through the use of words. The VAK model describes three communication preferences – an individual will often have a greater preference for one of those three, and this will be noticeable in their choice of words. The three styles described are:

(V) Visual – pictures(A) Auditory – sounds(K) Kinaesthetic – feelings and emotions

However, studies suggest that communication involves much more than the actual words used.

So, if we are trying to create rapport merely by the content of our conversation, we are missing out on the largest ways we could be communicating commonality to the brain of the other person. One of the best ways to achieve rapport is through mirroring or creating a common physiology with that person.

Once trust and credibility has been established, the fastest and most elegant way to build rapport is by mirroring the non-verbal behaviour of the other party. Mirroring creates a commonality of physiology that underscores our shared humanity and enables you to get the benefits of the other person’s feelings, experiences and thoughts.

Be aware of getting caught up in the myths around body language and what certain actions / positions ‘mean’!

It is important to know what is ‘normal’ or ‘natural’ for the individual – when that changes it could be meaningful, however it doesn’t necessarily tell you anything specific.


Communication Style Preferences ExerciseVAK Communication Style Preferences Self-Assessment Questionnaire Circle or tick the answer that most represents how you generally behave.

1. When I operate new equipment I generally: a) read the instructions first b) listen to an explanation from someone who has used it before c) go ahead and have a go, I can figure it out as I use it

2. When I need directions for travelling I usually: a) look at a map b) ask for spoken directions c) follow my nose and maybe use a compass

3. When I cook a new dish, I like to: a) follow a written recipe b) call a friend for an explanation c) follow my instincts, testing as I cook

4. If I am teaching someone something new, I tend to: a) write instructions down for them b) give them a verbal explanation c) demonstrate first and then let them have a go

5. I tend to say: a) watch how I do it b) listen to me explain c) you have a go

6. During my free time I most enjoy: a) going to museums and galleries b) listening to music and talking to my friends c) playing sport or doing DIY

7. When I go shopping for clothes, I tend to: a) imagine what they would look like on b) discuss them with the shop staff c) try them on and test them out

8. When I am choosing a holiday I usually: a) read lots of brochures b) listen to recommendations from friends c) imagine what it would be like to be there

9. If I was buying a new car, I would: a) read reviews in newspapers and magazines b) discuss what I need with my friends c) test-drive lots of different types


10. When I am learning a new skill, I am most comfortable: a) watching what the teacher is doing b) talking through with the teacher exactly what I’m supposed to do c) giving it a try myself and work it out as I go

11. If I am choosing food from a menu, I tend to: a) imagine what the food will look like b) talk through the options in my head or with my partner c) imagine what the food will taste like

12. When I listen to a band, I can’t help: a) watching the band members and other people in the audience b) listening to the lyrics and the beats c) moving in time with the music

13. When I concentrate, I most often: a) focus on the words or the pictures in front of me b) discuss the problem and the possible solutions in my head c) move around a lot, fiddle with pens and pencils and touch things

14. I choose household furnishings because I like: a) their colours and how they look b) the descriptions the sales-people give me c) their textures and what it feels like to touch them

15. My first memory is of: a) looking at something b) being spoken to c) doing something

16. When I am anxious, I: a) visualise the worst-case scenarios b) talk over in my head what worries me most c) can’t sit still, fiddle and move around constantly

17. I feel especially connected to other people because of: a) how they look b) what they say to me c) how they make me feel

18. When I have to revise for an exam, I generally: a) write lots of revision notes and diagrams b) talk over my notes, alone or with other people c) imagine making the movement or creating the formula

19. If I am explaining to someone I tend to: a) show them what I mean b) explain to them in different ways until they understand c) encourage them to try and talk them through my idea as they do it


20. I really love: a) watching films, photography, looking at art or people watching b) listening to music, the radio or talking to friends c) taking part in sporting activities, eating fine foods and wines or dancing

21. Most of my free time is spent: a) watching television b) talking to friends c) doing physical activity or making things

22. When I first contact a new person, I usually: a) arrange a face to face meeting b) talk to them on the telephone c) try to get together whilst doing something else, such as an activity or a meal

23. I first notice how people: a) look and dress b) sound and speak c) stand and move

24. If I am angry, I tend to: a) keep replaying in my mind what it is that has upset me b) raise my voice and tell people how I feel c) stamp about, slam doors and physically demonstrate my anger

25. I find it easiest to remember: a) faces b) names c) things I have done

26. I think that you can tell if someone is lying if: a) they avoid looking at you b) their voices changes c) they give me funny vibes

27. When I meet an old friend: a) I say “it’s great to see you!” b) I say “it’s great to hear from you!” c) I give them a hug or a handshake


28. I remember things best by: a) writing notes or keeping printed details b) saying them aloud or repeating words and key points in my head c) doing and practising the activity or imagining it being done

29. If I have to complain about faulty goods, I am most comfortable:a) writing a letter b) complaining over the phone c) taking the item back to the store or posting it to head office

30. I tend to say: a) I see what you mean b) I hear what you are saying c) I know how you feel

Now add up how many A’s, B’s and C’s you selected.

A’s =

B’s =

C’s =

If you chose mostly A’s you have a VISUAL preference.

If you chose mostly B’s you have an AUDITORY preference.

If you chose mostly C’s you have a KINAESTHETIC preference.

Some people find that their communication preference may be a blend of two or three preferences.

When you have identified your preference(s), read the explanations and consider how understanding your preference might help you to flex your communication style to match the preferences of others.


VAK Communication Preferences Explanation

The VAK communication preferences model suggests that most people can be divided into one of three preferred communication styles – there is no ‘better’ or ‘right’ style. These three styles are as follows:

Someone with a Visual preference has a preference for seen or observed things, including pictures, diagrams, demonstrations, displays, hand-outs, films, flip-chart, etc. These people will use phrases such as ‘show me’, ‘let’s have a look at that’ and will be best able to perform a new task after reading the instructions or watching someone else do it first. These are the people who will work from lists and written directions and instructions.

Someone with an Auditory preference has a preference for the transfer of information through listening: to the spoken word, of self or others, of sounds and noises. These people will use phrases such as ‘tell me’, ‘let’s talk it over’ and will be best able to perform a new task after listening to instructions from an expert. These are the people who are happy being given spoken instructions over the telephone, and can remember all the words to songs that they hear!

Someone with a Kinaesthetic preference has a preference for physical experience - touching, feeling, holding, doing, practical hands-on experiences. These people will use phrases such as ‘let me try’, ‘how do you feel?’ and will be best able to perform a new task by going ahead and trying it out, learning as they go. These are the people who like to experiment, hands-on, and seldom look at the instructions first!

People commonly have a main communication style preference, but this will be part of a blend of all three. Some people have a very strong preference; other people have a more even mixture of two or less commonly, three styles.

When you know your preferred communication style(s) you can begin to identify and understand the preferences of others and consider how you might flex your style to match theirs in order to improve communication.





Creating a Coaching Culture

Why create a coaching culture?A coaching culture: Promotes open communication Builds trust and respect Improves working relationships by showing how everyone can bring

something to the party.

By firmly embedding coaching in the culture of an organisation you can begin to use it as a development tool where everyone can recognise that part of their role involves facilitating the development of others. This, in turn, can bring significant operational improvements.

What is a Coaching Culture?A coaching culture within an organisation is a culture where not only formal coaching occurs but also where most people use coaching behaviours as a means to:

Manage operational performance Influence one another Communicate with clarity.

A coaching culture is one where coaching is the predominant style of managing and working together, where asking rather than telling is the norm and where commitment to improving the organisation is embedded in a parallel commitment to improving the people.

You know you’ve achieved a coaching culture when: A coaching style (questioning, enquiring, supportive, creative, and

insight creating) is used not just for individual performance improvement but also in a whole range of circumstances – for example, improving the quality of strategic planning, or in regular team discussions.

Constructive challenge ensures that causes of individual or organisational problems are recognised and addressed.

Taking time to help others learn and develop is expected and natural, no matter how important or busy you may be.

Things to consider: Where, apart from informal and formal performance sessions, could a

coaching approach benefit the organisation? How can you make it easier for people to coach and be coached? How can you sustain the continuous improvement of people’s coaching

capability? How can management become role models for the coaching culture? How will you measure progress towards developing a coaching culture?


How to Create a Coaching CultureUnderstand the business caseOne of the first places to start is to understand what benefits developing a coaching culture will bring to your organisation. For example, the business case could be reduced absenteeism or staff turnover due to listening to and valuing all staff.

Start at the top and sell the business benefitsThe first people to receive coaching should be the senior management team and directors simply because once they have discovered its uses they will be keen to see it cascade throughout the rest of the organisation. Focus on the business benefits.

Develop a clear coaching methodologyIf it is to become an accepted part of the organisational fabric, coaching must demonstrate clear outcomes.

Communicate clearlyIntroducing a coaching culture is a major change for any organisation and there is always the likelihood of resistance to any change. This resistance can be dealt with by communicating to all employees exactly what is happening, why, and what the intended outcomes are.

Embed the processThe next stage is to ensure coaching is linked to business drivers, strategies and processes. These will differ from organisation to organisation, but are always central to an organisation’s mission. Coaching then becomes the way of doing things. Basic coaching skills should be part of every manager’s basic training - in this way coaching will cascade through the organisation.

Support and encourage coaches and coacheesTraining for coaches must be in-depth, with practical applications. It needs to be supported and followed up. Ensure that using a coaching is encouraged and supported.

Recognise and rewardCoaching needs to be rewarded and recognised - for example, in performance reviews, competencies and key performance indicators. Measuring the quality and frequency of coaching is a good starting point.

Manage the move to coachingThe move to a coaching style should be planned, managed and resourced - only then can you integrate coaching and culture change and use it to support delegation and empowerment.

Source: Making Coaching Work, Creating a Coaching Culture (2005)


Additional ResourcesRecommend Reading The Coaching Manual by Julie Starr

Coaching for Performance by Sir John Whitmore

The OSCAR Coaching Model: Simplifying Workplace Coaching by Andrew Gilbert and Karen Whittleworth

NLP at Work by Sue Knight

Effective Coaching: Lessons from the Coach’s Coach by Myles Downey

The Manager as Coach: The New Way to Get Results by Jenny Rogers, Andrew Gilbert and Karen Whittleworth

Excellence in Coaching: The Industry Guide 2nd Edition. Edited by Jonathan Passmore

Developing a Coaching Culture by Peter Hawkins

Links and Exercises

Ladder of Inference

o https://www.mindtools.com/pages/article/newTMC_91.htm

o http://ed.ted.com/lessons/rethinking-thinking-trevor-maber

Goleman’s Leadership and Management Styles Questionnaire

Circle of Control, Influence and Concern - Exercise


http://ed.ted.com/lessons/rethinking-thinking-trevor-maber

https://www.mindtools.com/pages/article/newTMC_91.htm

Circles of Control, Influence and Concern - Exercise

Write down a specific aspect of work that is causing you pressure you would like to manage more effectively

…………………………………………………………………………………………………………………………

……………………………………………………………………………..…………………………………………

Questions to fill in the Circle of Influence:

What aspects of this pressure are you already influencing? What have you done in similar situations in the past? What strategies have other people used that you’ve noticed worked? What else could you do?

Questions to fill in the Circle of Concern

What aspects of this pressure are you concerned about but cannot influence? Write them in the outer circle.

Every time you write something in the outer circle ask yourself: ‘is there anything (even something small) I can influence about this concern?’


To extend my Circle of Influence in this area of pressure, I will:

a)

b)

c)

d)


Whose support do I need to do this?

What does this support look like?

How am I going to ask them?


Leadership and Management Styles Questionnaire

Daniel GolemanThe following statements each describe aspects of leadership / management behaviour. Respond to each statement according to how you would most often act when in a leadership / management position.

For each statement, score yourself between 6 – very like my style, and 1 – very unlike my style.

It’s important to score yourself as you most often are, rather than how you would like to be or try to be.No Score1 I’m good at getting alongside people

2 I often talk to others about what we can achieve if we all pull together

3 I enjoy identifying the latent talent in others

4 People often need to be cajoled into high performance

5 I prefer to reach decisions by consensus

6 I have high expectations of others

7 I find the best way to get results is to really understand people

8 I like to lead from the front

9 I enjoy giving others the benefit of my experience

10 I like to stress to others the consequences of their actions

11 I prefer to be seen more as part of a team than a figurehead

12 I believe that competition is a healthy way to improve our performance

13 Listening is one of my greatest strengths

14 I give people greater self-belief


15 I think it’s important to delegate for development purposes as much as to get the job done

16 I believe I have a duty to get people to understand the reality of a situation, even if it is unpleasant

17 I like to get buy in to ideas before implementing them

18 I often need to take the lead in order to get things done

19 Group harmony is one of my main priorities

20 I am often seen as the group spokesperson

21 I believe that people’s potential is unlimited, they often just need a helping hand

22 I’m generally the one who confronts difficult people

23 I actively seek input from others

24 I like to instil a sense of urgency

25 I am often the peace-maker

26 I promote a ‘can do’ culture

27 I like to play to people’s strengths

28 I sometimes bully people to get things done

29 I look for opportunities to collaborate with others

30 I’m often the person who makes things happen


SCORE SHEET

Place the score you allocated to each of the numbered statements in the six boxes below, and then add up your total score in each of the boxes.

Affiliative Visionary Coaching1 2 37 8 913 14 1519 20 2125 26 27Total Total Total

Directive Participative Pacesetting4 5 610 11 1216 17 1822 23 2428 29 30Total Total Total

The total scores in each of the boxes indicate to what degree you prefer to use each of the leadership / management styles.


Documents

Coaching for Performance V4 13th Dec 2011€¦ · Web viewSetting goals gives you long-term vision and short-term motivation. It organises your time and effort so that you can make