CSI LG BSBMGT502 Manage PPL Perform€¦ · Personal Development and Professional Competence are not combined in a chapter by mistake. An individual’s personal growth directly affects

Chapter 5: Professional Competence & Personal Development BSBMGT502 Manage People Performance

"Resu l t s w i l l show up when you do . " –Jill Koenig

CSI– Professional Competence & Personal Development

© Evelyn Olivares 2019 Real Focus Leadership Evolves Project www.evelynolivares.com.au 2

Table of Contents TABLE OF CONTENTS 2

GROWTH 4

INTRODUCTION 5

THE GROW MODEL 5

HOW THE GROW MODEL WORKS 6

THE IMPACT OF THE GROW MODEL 6

WHEN TO USE THE GROW MODEL 7

HOW TO STRUCTURE A BASIC COACHING SESSION 7

THE AGENDA 7 THE PROCESS 7 THE TIME 7

ADDITIONAL QUESTIONS TO USE FOR EACH PHASE OF THE GROW MODEL 8

GOAL 8 REALITY 8 OPTIONS 8 WILL 8

A COACH VS. A BOSS 12

IMPORTANT SKILLS YOU NEED AS A COACH 12

BECOMING AN EXPERT LISTENER 12

HOW TO USE POWERFUL COACHING QUESTIONS 15

POWERFUL COACHING QUESTIONS YOU CAN USE 16

COACHING & THE ENNEAGRAM 18

GET TO KNOW STRENGTHS OF EACH ENNEAGRAM PERSONALITY TYPE 19

GET TO KNOW CHALLENGES OF EACH ENNEAGRAM PERSONALITY TYPE 19

DEVELOPMENT TIPS FOR EACH ENNEAGRAM PERSONALITY TYPE 20

DECISION MAKING BY INDIVIDUALS AND GROUPS 21



STRATEGIC ALLOCATION AND SUPPORT OF TASKS 24

PRODUCTIVITY 24 DIRECTION 25 SUPPORT 25 COMMUNICATION AND KNOWLEDGE 26



Growth noun The process of increasing.

Simplified Definition: Growth is a stage or condition in increasing, developing, or maturing.

Why is this important?

Consistent Growth allows us to:

-Understand where we are in life and also understand why.

-Develop realistic desires and goals in life.

-Reduce stress due to underperformance or self-disappointment.

-Apply our skills in the most productive manner possible.

-Manage our time to maximize the amount we are able to accomplish.

-Eliminate time wasters and poor areas in our lives.

“Everybody th inks o f changing humani ty and nobody

th inks o f changing h imse l f . ” –Leo Tolstoy



Introduction Personal Development and Professional Competence are not combined in a chapter by mistake. An individual’s personal growth directly affects professional competence on a daily basis. As a leader and coach, it is important for you to continue monitoring as well as encouraging the growth of each of your team members.

Principles of effective transformational leadership and emotional intelligence are inextricably linked with identification and management of team member sensitivities. Additionally, they are a requisite ingredient of engagement, collaborative decision making and conflict resolution for the modern leader.

Equipping your team with the proper skills at the highest level will ensure their success as well as your own. Understanding the decision making process for individuals and groups, dealing with conflict and positive leadership practices will ensure the most successful team environment.

With that being said, we are going to begin with goal setting. Let’s take a look at the GROW Model goal setting method that can be easily implemented with your entire team.

The GROW Model

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How The GROW Model Works Utilizing a deceptively simple framework, the GROW Model provides a powerful tool to highlight, elicit, and maximize inner potential through a series of sequential coaching conversations. The GROW Model is globally renowned for its success in both problem solving and goal setting, helping to maximize and maintain personal achievement and productivity. Part of what makes it such a powerful leadership tool is its flexibility.

The GROW Model is an acronym standing for (G)oals, (R)eality, (O)ptions and (W)ay Forward, highlighting the four key steps in the implementation of the GROW Model. By working through these four stages, the GROW Model raises an individual’s awareness and understanding of:

m Their own aspirations; m Their current situation and beliefs; m The possibilities and resources open to them; and m The actions they want to take to achieve personal and professional goals.

By setting goals which are inspiring and challenging as well as specific, measurable and achievable in a realistic time frame, the GROW Model successfully promotes confidence and self-motivation, leading to increased productivity and personal satisfaction. The Way Forward element of the fourth stage in the model is the barometer of success. It relates to volition, desire and intention.

The Impact Of The GROW Model The implementation of the GROW Model, by using carefully structured questions, promotes a deeper awareness and responsibility and encourages proactive behavior, as well as resulting in practical techniques to accomplish goals and overcome obstacles. The use of continuous and progressive coaching skills support provides the structure which ultimately helps to unlock an individual’s true potential by increasing confidence and motivation, leading to both short- and long-term benefits. The GROW Model has been seen to yield higher productivity, improved communication, better interpersonal relationships and a better quality working environment. Excerpt is fromwww.performanceconsultants.com/grow-model



When To Use The GROW Model

Applying your knowledge of the GROW Model will allow you to forge deeper, more connected relationships with your team members. The best way to apply this knowledge is through planned and structured coaching/mentoring sessions. Planned sessions, spaced evenly throughout the quarter or year will allow you to measure success and track goals with each team member.

Structured sessions will also ensure a more proactive approach and environment. You cannot wait for a situation or crisis to occur and then try to coach your way through it with a team member who isn’t yet comfortable communicating with you in a coach/mentor capacity.

How To Structure A Basic Coaching Session

The Agenda m Review goals and strategies m Discuss any progress made m Offer advice if necessary m LISTEN, LISTEN, & LISTEN more! (As a coach, it is your job to act as a

guide to ensure that your coachee uses the resources and direction you are providing to find the answers within themselves.)

The Process m Address problems using the GROW Model m Ask questions to foster self-awareness m Provide honest and helpful feedback m Encourage accountability

The Time m Bi-Monthly m 1-Hour sessions m You can add in a 15-minute ‘check in’ for the alternate weeks you do not

have sessions scheduled if you feel it is necessary.



Additional Questions To Use For Each Phase Of The GROW Model

GOAL

m What do you want to achieve? m What is the next stage? m What does a successful outcome look like? m Why is this important to you?

REALITY m What do you already know? m What have you already tried? m What have you learned? m What do you still need to learn?

OPTIONS m What has worked well for you in the past? m What else can you do? m How will you decide between these options? m How does that option help you reach your overall goal?

WAY FORWARD m How will you go about it? m What specific steps can you lay out? m When will you start? m How can I help you find success?

Using The GROW Model accurately will allow you to:

m Measure and monitor performance m Recognize gaps in performance and provide the proper training needed m Coach and mentor your team members on a consistent basis m Help team members establish both personal and professional goals m Determine the appropriate action to take around set goals m Evaluate team members and provide clear feedback



Activity Time

As we move forward, we are going to look at the difference between a coach and a boss. The GROW Model is designed to guide you, as a coach, to optimize success with your team members. If your approach were different, if you were approaching your team in a totally authoritative role, your results and outcome would be drastically different.

Answer the following questions pertaining to personal experiences you have had with coaching in the past.

Give an example of a time in which you used a coaching approach with your team.

What was the outcome that took place?

Was this the desired outcome you outlined prior to beginning?



What could you have done differently for better results?

What do you think would have changed if you had been ‘a boss’ instead?

What do you believe is the difference between a boss and a coach?

On a scale of 1-10 (one being the least amount of skill and ten being the most amount of skill) what would you rate your coaching skills?

1 2 3 4 5 6 7 8 9 10



The Performance Management, Development and Review Process

Performance management is a combination of both informal and formal reviews of each team member. Its where we document employee performance, we continue to monitor and measure the results. It’s the coming together of the leader and employee/s with a view to improve the personal and organisational performance.

The design and review of the performance management and review process should be kept simple.

1. Make clear the expectations of the organization 2. Identify and describe the work expectations of the individual 3. Develop goals and plans to guide the individual 4. Discover learning and development needs 5. Implement strategies to reward those that achieve 6. Create strategies that will help under performers improve 7. Plan for future growth and development of the individual and the

organization

Typically, all team members including management participate in the performance review process with their direct team leader at least annually.

Individual professional learning needs are identified and collated in each department and a summary of the departments learning needs are sent to the human resources department for further review and discussion.

Some aspects considered during the process include (but not limited to):

• Achievements • Obstacles • Relationships • Expectations • Performance • Environment • Learning needs • Career progression • Feedback

“Growth and comfort do not coex i s t . ” –Ginni Rometty



A Coach vs. A Boss

Important Skills You Need As A Coach Now that we’ve discussed The GROW Model and what it means to be a coach, let’s take some time to talk about the skills necessary for you to be a successful coach to your team members.

m Strong listening skills m Ability to ask powerful questions m Ability to provide accountability in a non-threatening way m A positive outlook m Ability to view situations from multiple perspectives m High levels of Emotional Intelligence m Strong communication skills m Ability to show empathy m Tact and diplomacy m Training or expertise in various coaching areas and methods such as The

Enneagram, NLP, Myers-Briggs, etc.

Becoming An Expert Listener In coaching, there is so much emphasis on listening, but the truth is, most of us are not great listeners because we have never been taught or taken the time to

A COACH:

� Takes a non-directive approach � Listens � Asks questions � Challenges � Seeks results � Makes contact � Takes responsibility

A BOSS:

� Takes a directive approach � Talks � Tells � Orders � Wants reasons � Remains distant � Assigns Blame



learn how to be a great listener. Just like every other coaching skill you must master, listening is one that takes repeated effort.

When you reflect on recent conversations you’ve had, you may remember more about what you had to say than what the other party did. This is because, more often than not, we are listening with the intent to respond.

To become an expert listener, you must learn to listen without intent. When you are listening with the intent to respond, you are processing everything that you are hearing so you can consider what you will say next, what you can contribute. When you listen in this way, you don’t hear as much as you should. An expert listener is curious, focused, and always attentive.

Do not confuse listening with hearing. When you are actively listening, you are hearing everything that isn’t being said as well as everything that is. On average, you will spend 70% of your adult life engaged in communication of some kind. Approximately 45% of that will be spent listening. Knowing this, let’s look at a few ways you can increase your listening skills.

1. Stop Talking: Do not interrupt or talk over the other party. 2. Focus: Try to take in every word of what the other party is saying. 3. Empathize: Attempt to see the situation from the other party’s point of

view. Try to maintain an open mind throughout the conversation. 4. Remove Distractions: Get rid of anything that will disrupt the listening

process. You don’t ever want to give the other party the message that you are bored, distracted, or uninterested.

5. Be Patient: Allow the other party to speak at their own pace.



Activity Time

You are the leader of a team of 8 people. You have just promoted Jenny, one of the high performing team members to a leadership role. Jenny approaches you after about a month because the team productivity is dropping and she suspects it’s because the team cannot adapt to her going from their co-worker to their manager. Identify below, how you would advise Jenny if you behaved like a Boss and also as if you were a Coach.

A Boss would advise Jenny like this:

A Coach would advise Jenny like this:

“There i s a d i f f erence be tween t ru ly l i s t en ing and wai t ing for

your turn to ta lk . ” –Ralph Waldo Emerson



How To Use Powerful Coaching Questions The strength of powerful questions is measured by the impact it has on the person receiving the question. Well timed powerful questions cause people to think on their own. And when people think on their own, they learn more.

Constantly giving people information doesn't always work. It's like trying to pull a stubborn 1,000 pound horse to water. And even if you get it to water, good luck making it drink.

Powerful Questions Have Two Parts

The question is the first part and the timing is the second part.

The first part is easy. If you apply the KISS (Keep It Simple, Stupid) principle you'll do well. If you make the question too wordy, it will not have the same impact on the other person.

A Few Other Points to Consider:

m Yes/No questions don't carry any weight. m Questions starting with "why" or "how" are not as good as "what"

questions.

The second part, the timing, requires practice. Here are some tips for timing your powerful questions well:

1. Don't be afraid if you do not have the ‘right’ answer before asking the question. Sometimes you will have the answer but not always.

2. Avoid rhetorical questions. They won't work for obvious reasons. None-the-less, this draws attention to the tone in which the question is asked. There is a difference between "what do you think" asked with curiosity and "what do you think" with an undertone of cynicism.

3. Speak in the same words as the other person. We have already discussed how powerful mimicking can be when communicating with others.

4. Be okay with silence. Stop yourself from answering the question before the other person answers it.



5. Keep practicing. You can ask many powerful questions but try to space them out. Give the person a chance to think or respond.

6. Remember your intention. The ultimate goal of the powerful questions is to have the other person figure "it" out on their own and as a result have more, longer-lasting learning.

Exercises you can try to get better at asking powerful questions:

m In your next meeting, try to ask at least 5 powerful questions. This can be very impactful in a board room meeting with many people. Especially notice when you want to pipe in and "wow" people with your brilliant knowledge. That's a perfect time for a powerful question.

m Set up informal 10 minute meetings with the employees, partners, and/or friends around you to try out your new skill. Notice the results.

m In your next 5 conversations, pretend you know nothing.

Excerpt is fromwww.youngbloodcoaching.com

Powerful Coaching Questions You Can Use m What do you mean? m What do you think is best? m What if it works out exactly as you want it to? m What is exciting to you about this? m Can you say more? m What do you want? m How have you grown this week? m Is this what you want to be coached on or are you just sharing? m What could you be happy about if you chose to be? m Are you using this to grow or are you beating yourself up? m What’s stopping you? m What does this mean to you? m Are you focused on what’s wrong or what’s right? m Is that a story or the truth? m Is this a limitation or is it a strength? m What’s the benefit of this problem? m Do you have a gut feeling about this? m Have you solved problems like this before?



m What rules do you have that are getting in the way? m How long have you been thinking about this? m Have you ever experienced something like this before? m If you weren’t scared, what would you do? m What are you pretending not to know? m If this weakness were also a strength, what would that be? m Is this the best outcome you can imagine or is there something greater? m Do you have a detailed strategy to get there? m How do you think your role model would approach this?

Having a reference list of powerful coaching questions at your disposal will help you keep sessions on track and pull the most progress out of each one. You can print this list and keep it with your coaching tools so it is easily accessible.

Activity Time

In relation to Jenny’s problem in the previous activity, as a Coach identify below what questions you would ask of Jenny, even before you offered any advice, so that you could accurately identify the issues.



Coaching & The Enneagram Coaching has been the fastest-growing human resource profession for more than three decades, and people from a variety of occupations list themselves as coaches – human resource specialists, coaches with certification or on-the-job experience, managers, trainers, psychologists, social workers, teachers, and organizational consultants. Coaching is now the premier talent development method for personal and professional growth because it targets the specific development needs of each individual, and coaches are increasingly using the Enneagram.

The Enneagram’s coaching application makes a dramatic difference in coaching because it allows coaches to identify the client’s coaching needs quickly, enables clients to do a great deal of growth on their own, and provides specific development paths and activities for clients based on Enneagram style. Coaching thus goes faster, deeper, and has longer-lasting results.

Enneagram image source http//evelynolivares.com.au



Get To Know The Strengths Of Each Enneagram Personality Type

m Type One: Clear, responsible, discerning, practical, committed to lifelong self-improvement

m Type Two: Empathic listeners, psychologically savvy, available, offer useful advice and resources

m Type Three: Pragmatic, results-oriented, organizational savvy, strong interpersonal skills, confident

m Type Four: Understanding, empathic, compassionate, patient dealing with difficult issues

m Type Five: Objective, calm, analytical, think systematically

m Type Six: Insightful, truthful, dependable, anticipate and plan thoroughly

m Type Seven: Enthusiastic, creative, interested in others, optimistic, ability to frame issues from different perspectives

m Type Eight: Clear and strong, honest, able to identify key issues, organizational and political savvy

m Type Nine: Approachable, nonjudgmental, calm and relaxed, accepting of multiple perspectives

Get To Know The Challenges Of Each Enneagram Personality Type

m Type One: Critical and judgmental, impatient, overly directive

m Type Two: Over-involved, too relationship-focused, create dependency, hesitant to offer negative feedback

m Type Three: Inattentive to feelings, frustrated with clients who don’t “get it” quickly, may appear artificial

m Type Four: Over-emphasize feelings, over-use personal stories, over-personalize issues



m Type Five: Appear remote, detached or unavailable, overemphasize tasks over emotions

m Type Six: Appear contagiously anxious, convey a more negative than positive attitude, plan excessively

m Type Seven: Unfocused, inattentive, talk more than listen, offer too many ideas or suggestions

m Type Eight: Overly direct and directive, impatient, overconfident or invincible

m Type Nine: Slow interpersonal pace, indirect, reluctant to give opinions, slow to act

Development Tips For Each Enneagram Personality Type

m Type One: Relax, have a plan but not an overly-structured one, have an attitude of positive regard

m Type Two: Refrain from giving advice, maintain enough distance to allow a full perspective

m Type Three: Be real and not in a role, share times when you have suffered or even failed, engage feelings

m Type Four: Keep your stories simple and concise, keep a healthy emotional distance while being fully attentive

m Type Five: Engage your feelings and physical sensations so you are fully integrated, pursue feelings

m Type Six: Be calm and centered, consider positive possibilities equally with negative ones

m Type Seven: Stay focused, pursue context as well as content, explore feelings in depth

m Type Eight: Allow your vulnerability and accessibility to be present, be patient with the process

m Type Nine: Let your client know what you are thinking and feeling, ask challenging questions



Excerpt from www.theenneagraminbusiness.com

Developing a deeper understanding of the different personality types will only build upon the foundation of your leadership skills. Possessing the proper tools to understand how your team members perceive coaching as well as understanding their strengths and weaknesses will allow you to maximize your time with them.

Activity Time

Continuing on with Jenny’s problem from previous activities, you have identified Jenny as Type 4 and the main antagonist in the team, who is resisting Jenny’s authority is Type 1.

How would you coach Jenny to deal with this conflict in a way that improves the outcome for the whole team? Remember to utilize powerful coaching questions, not just giving advice.

Decision Making By Individuals and Groups Decisions are essentially premised on one of two impulses.

m Programmed decision - A simple, routine matter for which a manager has an established decision rule.

m Non-programmed decision - A new, complex decision that requires a creative solution.

The leaders understanding of the way a team will deal with logical alternatives (rationality), is an important insight and can shape effective group decision making.



This is particularly critical in observing approaches to risk and risk taking behavior. Many decisions involve some element of risk and team members may be risk averse, choosing options entailing less uncertainty and require the leader to encourage more risk taking.

Conversely, some team members may need to be focused more on risk aversion in their decision making and managers will need to re-focus them on risks and potential alternative consequences of poor decisions.

Influences on the manner in which people will rank and determine outcomes stem from either creativity or intuition.

m Creativity - A process influenced by individual and organisational factors that results in the production of novel and useful ideas, products or both

m Intuition - Fast, positive force in decision making utilised at a level below consciousness, involves learned patterns of information

Creative performance is highest when there is a match or fit between the individual and organisational influences such as:

Individual: • Cognitive processes

o Divergent thinking o Associational abilities

• Unconscious processes o Personality factors o breadth of interests o high energy o self-confidence

Organisational: • Flexible organisation

structure • Participative decision

making • Quality, supportive

relationships with supervisors

Group decision making via synergy occurs when group members stimulate new solutions to problems through the process of mutual influence and encouragement within the group. This means that leaders can utilise the individual influences to stimulate and regulate group decision making that concurs with organisational objectives.

Group decision-making exercises are an important part of strengthening the social construct of a team, while introducing and reinforcing behavior frameworks.



Structured group decision making has proven very effective in aligning the goals of team members with the goals of the organisation and can make the process of establishing performance goals more collaborative, rather than imposed by management.

There are many models of group decision making used by organisations. A commonly used and successful model is a quality circle.

The concept of a quality circle is a committee style group that meets regularly to discuss, analyse and solve work-related problems, productivity and the like.

The positive effect that such interactions have on the employee both as private individuals and as higher performing team-members has been the subject of several studies. Furthermore, the benefits to the organisation in the form of better processes, greater participation and improved cognitive ability of employees are hallmarks of a well implemented and administered group decision-making process.

Implementing a systemised group decision-making process with associated procedures that are fair in the minds of the team, will be effective in improving the values and attitudes of the team and their relationship to the success of the organisation.



Activity Time

Jenny’s team has now grown to 15 people and she is accepted as an effective manager by the team. You have just finished your quarterly planning for the organisation and Jenny’s team will be required to grow by another 2 people and systems will need to be created for tracking and monitoring of performance owing to the fact that the team is becoming quite large. Performance targets have not yet been established, however the CEO has advised that they must increase by at least 5% on last year.

Recommend to Jenny that she create and facilitate a quality circle to determine appropriate performance targets and monitoring systems. The size of the circle will be 6 people including Jenny. Coach Jenny on the personality types she should look for in the group and help her set an agenda for the first meeting.

Strategic Allocation and Support of Tasks As the world of work has shifted from supervision to engagement, it is imperative for team leader to be strategic about the way that tasks are allocated to the team and the support that is given to them while performing it.

Productivity Engaged and creative team members are the critical to group productivity. In a collaborative environment, leaders and team members can attract, hire, develop, and retain individual employees who are agile, and innovative.



Effective leaders set direction and inspire execution of the required functions. Your capabilities as the leader to develop plans, hire effectively, coach, motivate, and develop employees is crucial to success.

Direction An organisational strategy that is premised on a competitive business plan will increase the likelihood that the team will buy-in and collaborate to achieve the desired outcomes. That, of course, will depend on your ability to motivate and engage the team. It may be appropriate to engage a professional or consultant to assist with implementing new strategies or changes in direction.

Having clear operational goals that are communicated effectively will allow team members to determine their own personal and team goals that are aligned with the organisation’s goals. The role of the leader in goal setting is to facilitate and influence, rather than dictate. These activities should be undertaken in light of the leaders understanding of the Enneagram.

Establishing operative metrics and reporting processes underpins goal setting for individuals and teams. The principle of “what gets measured improves” is true of all tasks and activities.

Attaching rewards, both financial and motivational to achieved goals and metrics will assist in reinforcing the communication about what is important. The increase in excitement and focus will spread throughout the team and encourage consistent performance.

Support Nothing worthwhile is usually achieved by a person acting alone. Productivity is increased and maintained by complimentary team mates and leaders that have a balance between transformational and transactional influence styles.

Engaging in activities with unknown outcomes that have little structure can be demotivating as the trial and error loop impacts on team member confidence. Encouraging collaboration with other teams and third parties such as consultants, increases creative learning and dramatically improves productivity.



Encouraging innovation at the individual and team level gives a boost to both morale and productivity. This is an excellent application of a quality circle and allows a team to move towards self-management.

Communication and Knowledge The skills and learning of team members need to be consistently improved to maintain motivation and output. An influential leader will utilise good communication skills to engage team members and promote self-directed learning that compliments the formal and informal learning inherent in the team environment.

Seek the expertise of your human resources department. Establish formal and informal feedback loops with sound communication skills as this a necessary component of error reduction and also reduces frustration. Where performance is below expectation council each individual and set up an ongoing monitoring and coaching process to help them improve performance. Set up a procedure to terminate staff who continuously underperform or where there is serious misconduct. Reinforce excellence in performance through recognition and feedback. All team members should feel that their contribution is important and that they are effective ensures long term stability of the team and its productivity.

Activity Time

The quality circle from the previous activity has determined that performance targets will increase by 11% for this quarter and that one of the new staff members will need to be an administration person because they are creating a spread sheet that will track and report on individual performance achievements.

Using the concepts above, coach Jenny on how the performance targets will be communicated to the rest of the team and identify reporting intervals for performance tracking . You should also recommend a reward and recognition strategy that rewards achievement without making non-achievers feel left out.



Congratulations! You’ve successfully completed this chapter of your manual. There is plenty more to come that will continue to build on everything you have learned here with the ultimate goal of helping you create the best possible version of self.

Documents

CSI LG BSBMGT502 Manage PPL Perform€¦ · Personal Development and Professional Competence are not combined in a chapter by mistake. An individual’s personal growth directly affects