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L3 n L4 - Evolve Coaching Workbook- Compucom

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Published by bobbyphilip1, 2017-06-09 08:45:01

L3 n L4 - Evolve Coaching Workbook- Compucom

L3 n L4 - Evolve Coaching Workbook- Compucom

Being A Super Coach

Coaching Skills

Introducing Successful Coaching And
Programs Within Your Organization

EVOLVE - PARTICIPANT MANUAL

Copyright – Transmute Learning

Being A Super Coach

Why Do We Need Coaching?

Over the last few years there has been considerable debate on the value of coaching
within the organization. In particular whether or not organizations should seek these
skills outside the organization or develop them from within.

Although the answer is very much dependent on the actual organization in question, this
course will highlight effective ways by which coaching can be employed within any
organization. The main reasons why organizations need coaching activities are as
follows:

 To maximize knowledge transfer.
 To increase the skill levels.
 For succession planning.

Let’s look at these in more detail

To maximize knowledge transfer

Coaching provides a learning channel that effectively transfers knowledge within the
organization.

 Critical knowledge is maintained in the organization.
 Contextual learning is evident.

To increase skill levels

 The coaches and mentors can very effectively transfer core skills.
 Customization of skills in relation to the core activities of the business is retained.
 Cross training of staff can be achieved.

For succession planning

 Coaching enhance the ability for the organization to identify ‘fast track’
candidates and prepare them for new jobs.

 Coaching can ensure continuity of performance when key staff leave the
organization because core skills have been transferred.

The primary beneficiaries to coaching programs are:
 The Coach
 The Employee
 The Department
 The Organization

Copyright – Transmute Learning

Being A Super Coach

Benefits to the Coach can be described as:

 Job Satisfaction
 Further development of own skill level
 Involvement in strategic activity

Benefits to the Employee can be characterized as:

 Increase in skill level
 Access to detailed knowledge
 Individual attention in terms of training and development
 Career path progression

Benefits to the Department may include:

 Retention of staff
 Retention of key knowledge and skills
 Succession ability within the team
 Motivation of staff

Benefits to the organization can be classed as:

 Retention of staff
 Increased skill and knowledge levels
 Succession planning
 Competitive advantage through better people
 Maximum utilization of human resources

With all of these benefits on offer, it makes sense to clarify exactly what coaching means.

Coaching

Coaching can be defined as:

the art of facilitating the performance, learning and development of another person

The key word is ‘facilitating’. The main assumption is that the coachee has the ability to
actually think things through themselves and the coach brings out latent potential.

Copyright – Transmute Learning

Being A Super Coach

Case Study:
John and Anita were team leaders at company X. Their manager had just announced the
years new performance targets. In a meeting with the team leaders, he took time to
explain the goals of the plan and how exactly it worked. He then expected the team
leaders to roll out the plan within their teams.

After this meeting, John rolled out the plan in his team. He did the same things the
manager did i.e. he explained to his team the goals of the plan and how exactly it worked.
After this announcement, John then went about his regular tasks in managing the team.
At the beginning, his team was excited about the plan. However, towards the end of the
month, John realized that his team was had not worked towards meeting the targets of the
month.
Anita too rolled out the plan in her team. She too explained to her team, the goals of the
plan and how the plan worked. As in John’s team, Anita’s team members were very
excited. Apart from this, she also took a number of other steps through the month to
ensure that the plan was successful. The manager began to notice positive changes in
Anita’s team within the very first week. By the end of the month, the entire team met the
goals of the month. About half of them actually overachieved the targets.
Assuming that both Anita and John had team members of similar profiles (in terms of
experience and capability), how is it that Anita’s team did much better? What did Anita
do, that John did not? Use the space below to hypothesize the differences between the
approaches used by Anita and John.

Copyright – Transmute Learning

Being A Super Coach

Coaching can be characterized as:
 Job/Function focused activity
 A responsibility of Managers who must coach all staff
 Usually taking place within the confines of the formal manager - employee
relationship
 Initiated and driven by the manager
 Based on Relationships that are finite

Characteristics of an Effective Coach
The following are the characteristics of an effective coach.

 Belief in human potential
 Focus on learning
 Let those coached do the work
 Active listening
 Set the performance management system as a support for the coaching activity
These arise from a set of attitudes for effective coaching
 Flexibility
 Responsibility
 Assume ability on the part of those being coached
 Increase the available choices
 Facilitate continuous improvement
Coaching is a very personal thing and so strong personal attributes are required to make
coaching work.
What personal characteristics do you possess that would help you to be a great
coach?

Copyright – Transmute Learning

Being A Super Coach

Types of Coaching

There are essentially two main types of coaching and the one chosen is dependent upon
the context in which the coaching takes place.

Directive Coaching

 Push Style
 Solve the other’s problem for them
 Giving instruction

Non Directive Coaching

 Pull Style
o Help the other to solve their own problem
o Listen and understand

Context

The context of the coaching activity is set in the linkage between the individual, the task
and the organization. The key elements are:

 Clarity
 Trust
 Communication

Coaching for Effective Actions

This starts with focusing on places where the coachee was unsuccessful or has not yet
reached their full potential.

 Ask them about the time when they were ineffective or stuck.
 Ask for examples of the assessments they made of these situations
 Ask them to be specific about the problem area.
 Help them to find the strategy behind their action

Copyright – Transmute Learning

Being A Super Coach

Six Ways To Start Coaching

There are six ways to start coaching so that the outcome will be regarded as positive for
both the coach and the coachee.

 Using feedback
 Through appraisal/performance review
 Through a team agreement
 Through an individual agreement
 Through the use of practice clients
 As part of a change program or work based projects.

Once the approach has been decided then the program can be developed.

Which of the six ways, or combination of them, would you recommend if a coaching
program were to start in your organisation? Explain your choice.

Copyright – Transmute Learning

Being A Super Coach

Designing a Coaching Program

Firstly define the goals and make sure that they are aligned with the overall strategy of
the organization. From this you can then build in the relevant phases. To illustrate,

 Contracting The Activity
 Goal Setting
 Coaching Sessions
 Interim And Final Review Sessions

It is important that you remember a basic coaching concept:
Potential – Interference = Performance

If you can reduce interference through an effective coaching process then performance of
the employee will increase. The challenge is to always work with those coached to find
where the interference is within their life.

Skills for Effective Coaching

The first set of skills are communication skills that include:

 Listening
 Actively listening to the coachee
 Gathering all information both verbal and non-verbal
 Checking for understanding
 Questioning - using questions
 To facilitate the process
 To gather further information
 Challenge the coachee

Next is giving feedback. In the coaching situation the feedback will have three main
components:

 Information which must be accurate
 Intent which must be clear
 Emotional charge which must be managed

The final skill is giving instruction. This may be required in certain circumstances

 When the coachee is tired
 When there is significant time pressure
 When the coachee is upset or panicking
 When the process is complex but known to the coach

Copyright – Transmute Learning

Being A Super Coach

The coach throughout the coaching process requires each of the communication skills,
with dependence upon different skills becoming apparent as the process progresses.
Is it possible to rank the communication skills by identifying which one you feel is
most important for a coach to have?

Copyright – Transmute Learning

Being A Super Coach

The GROW Model for Coaching
After the focus for the coaching activity has been decided, the GROW model gives a
useful framework on which to hang the process components. It is divided into sections
that can be described as follows:

 Goal - set the goal for the coaching session
 Reality - look at the current and proposed situation in a realistic manner.
 Options - examine what it is possible for the coachee to do.
 Wrap-up - ensure that there is clarity around the expectations, actions to be

taken, support required and commitment from both parties
Setting the Coaching Goal
As in any other business activity, the importance of setting a goal and working towards it.
It should be noted that the goal in the GROW model is for the coaching session - not the
long-term goal. The goal set must conform to SMART criteria:

 Specific
 Measurable
 Achievable
 Relevant
 Time bound
Identify an area of your role where you feel coaching would be a useful way of
obtaining knowledge and developing a new skill. What goal would you set and how
would it relate to the SMART criteria.

Copyright – Transmute Learning

Being A Super Coach

Establishing the Reality

Here an accurate picture of the current situation must be formed. It is important at this
stage that you do not:

 Form conclusions
 Generate ideas
 Make suggestions

Why do you think it is not advisable for the coach to make suggestions: Please
explain your answer.

Generating The Options
After establishing the reality, now begin to generate options:

 List as many options as possible
 Don’t judge or exclude at this point
 Use brainstorming to multiply the options

Copyright – Transmute Learning

Being A Super Coach

Wrapping It Up / Way Forward

In this part of the session, select the most appropriate options and:

 Ensure clarity on the actions to be taken
 Ensure clarity on the expectations
 Ensure clarity on the time lines involved
 Ensure clarity on any support that is needed

Copyright – Transmute Learning

Being A Super Coach

ACTION PLAN

1. I believe that my Coaching skills are effective in the following areas:
a.
b.
c.
d.
e.

2. These skills are measurable in the following ways:
a.
b.
c.
d.
e.

Note: Be sure goals are specific, attainable and measurable.

3. I believe that I need to improve my knowledge, skills and abilities in the following
areas:
a.
b.
c.
d.
e.
Note: These improvements will represent your goals from completion of the course.

Copyright – Transmute Learning

Being A Super Coach

4. These improvements will be measurable in the following ways:
a.
b.
c.
d.
e.

5. To attain these improvements I will need to:
a.
b.
c.
d.
e.

6. This is how I plan to attain these improvements:

Goal Action Step Target Date Proposed Evidence

7. The following people and resources will assist me in accomplishing my goals:
a.
b.
c.
d.
e.

Copyright – Transmute Learning

Being A Super Coach

8. The following are constraints that may impact the achievement of my goals:
a.
b.
c.
d.
e.

9. Here is a list of others factors that I need to consider in achieving my goals:
a.
b.
c.
d.
e.

10. To achieve my goals will involve:

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Copyright – Transmute Learning

Being A Super Coach

FURTHER READING

Coaching, Mentoring, and Managing: Breakthrough Strategies to Solve
Performance Problems and Build Winning Teams by Micki Holliday
(Editor) (Paperback)

Coaching Skills (NetEffect Series) (Neteffect Series) by Andrew J.
DuBrin (Paperback)

CoachingFirst-Year and Student Teachers by India Podsen, et al
(Paperback)

Coaching, Counseling & Mentoring: How to Choose & Use the Right
Tool to Boost Employee Performance by Florence M. Stone
(Hardcover)

Coaching, Mentoring and Managing by William Hendricks (Editor),
et al (Paperback)

Mentoring Beginning Teachers: Guiding, Reflecting, Coaching by Jean
Boreen, et al (Paperback)

The Everything Coaching Book: How to Increase Productivity, Foster
Talent, and Encourage Success (Everything Series) by Nicholas Nigro
(Paperback)

Mastering Mentoring and Coaching with Emotional Intelligence:
Increase Your Job EQ by Patrick E. Merlevede, Denis Bridoux
(Paperback - July 2004)

Copyright – Transmute Learning

Being A Super Coach

Coaching: Practical Conversations To Improve Learning, Performance
And Potential by Eric Parsloe, Laura Parsloe (Paperback)
Fifty Activities for Coaching-Mentoring by Donna Berry (Ring-bound -
December 1993)
When Performance Meets Alignment - a Compass for Coaching by Jan
Ardui, Peter Wrycza (Paperback)
Coaching: Practical Methods to Improve Learning by Eric Parsloe,
Monika Wray (Paperback)

Techniques for Coaching by David Clutterbuck, David Megginson
(Paperback)

Copyright – Transmute Learning


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