COACHING PLANNER. Managing4Success. Coa Pla

Transcription

1 COACHING PLANNER Managing4Success Coa aching Pla anner 1

2 MANAGING4SUCCESS Leadership Styles by Situation The key to successful leadership today is influence, not authority. - Kenneth Blanchard The four quadrants of leadership styles are based upon the work of Paul Hersey, Ken Blanchard, Carl Jung, and William Moulton Marston. The model implies that a manager will alter their leadership style and approach depending on the person they are dealing with and the situation they are in. To increase their effectiveness as a leader, they adjust the amount of instruction and the amount of encouragement required by the employee. For example, when a manager is speaking to a new hire about standard processes or procedures they will provide much more instruction than if they were speaking to a seasoned veteran. A situational leader focuses on the criteria for success and adapts their style for maximum impact. An employee s readiness level can help guide a leader when trying to decide which style is most appropriate for a given situation. Ability is defined as an employee s knowledge, skills or experience. Willingness is defined as an employee s motivation, confidence and commitment to achieve the task. R1: Employees who are not willing and not able R2: Employees who are willing but not able R3: Employees who are able but not willing R4: Employees who are willing and able Situational Needs of Employees Direct Situation More Instruction Needed Less Encouragement Needed Spirited Situation More Instruction Needed More Encouragement Needed Systematic Situation Less Instruction Needed Less Encouragement Needed Considerate Situation Less Instruction Needed More Encouragement Needed 2

3 COACHING PLANNER Communica ation Styles What has becomee clear over the years is that a best leadership style does not exist; rather a successful leader is one that matches the style with the current situation to maximize productivity. Anne Breen Based upon the work of Carl Jung and William Moulton Marston, four quadrants of communication styles can be created by plotting individual preferences along two axes of assertivenesss and expressiveness. Assertiveness is the amount of pressure and control one will apply to another individual. In some cases, people are classified as either introverted or extroverted when referring to the assertivenesss scale. The other scale for expressiveness is the amount of emotion or feeling one feels when dealing with other individuals. People on this scale are often referred to as either a thinker or a feeler when plotted on the opposite ends of the spectrum. Each communicatio on style has definite strengths. Knowledge of your strengths allows you to draw on them as needed and to find situations in which your strengths are a benefit. Just as each style has strengths, each style also has potential trouble spots. These trouble spots stem from the simple fact that any good thing can become a problem if taken to an extreme. Direct High Assertiveness, Low Expressiveness (Take charge and in control) A person with a direct style likes to be in control and is decisive in their actions. They are more concerned with getting the job done and speaking directly.. They don t pull any punches and they tell it like it is, whether it will hurt someone s feelings or not. Spirited High Assertivene ess, High Expressiven ness (Enthusiastic and friendly) A spirited person prefers to be around others and thrivess in the spotlight. They work at a fast pace with lots of energy, are spontaneous, and is quick to take decisive action. This person can be extremely motivating while building alliances and using relationships at work to accomplish a task. Considerate Low Assertiveness, High Expressiveness (Personal relationships) A person with a considerate style is cooperative, values relationships, and enjoys being part of a team. This person is a reliable and steady worker who is concerned about other people s feelings, actively listening to ensure that every detail has been discussed and d agreed upon. Systematic Low Assertiveness, Low Expressiveness (Accurate and objective) The systematic person prefers to make decisions based on facts, not emotions, solving with a logical approach. This person is an independent worker that is task oriented, persistent in analyses, orderly, and someone who prefers to work in an organized environment with clear guidelines. 3

4 MANAGING4SUCCESS Devel opment Process All thatt is valuable in human society depends upon the opportunity forr development accorded the individual. Albert Einstein Developing the skills of team members is all about changingg the behaviors of the individual for the better. When behaviors support the required competencies to be successful in a role, the individual is on a path to achievement. While managers have goals that must be met, they must also recognize that those goals will only be met if the individuals entrusted to them possesss the required competencies (skills) to achieve them. It is the job of the manager to be the coach thatt develops their skills to alter their behaviors and achieve what they have set out to do. Itt is the job off the manager to understand the unique competencies of each member of their team. Then through effective coaching, they will be able to guide each individual towards their goals. Goals Coaching Observing Guidance For each individual, goals will be set. As learned earlier, the goals will be personal, but will also align with the goals of the team and the organization. These goals are set with the manager in a coaching session. Moving towards that goal, it will be important for the manager to have scheduled times to meet with the individual. The coaching sessions are meant to be discussions that will keep this person motivated and working towards their goal. The coach will be required to observe the behaviors of the individual. Since all competencies can be definedd by the supporting behaviors, the coach will need to watch for the associated supporting behaviors. If the coach observes destructive behaviors that do not support the overall goals, this is a time to remind the individual of their ultimate goal. Discipline is used for the correction of behaviors. Discipline is delivered in response to observed destructive behaviors that do not support the required competency for success in that role. Recognition is used as a form of immediate reinforcement of positive behaviors. When good behaviors are observed, the manager should immediately recognize the individual for a job well done. 4

5 COACHING PLANNER Coa aching Question ns If you do not ask the right questions, you do not get the right answers. A question asked in the right way often points to its own answer. Asking questions is the A-B-C of diagnosis. Only the inquiring mind solves problems. - Edward Hodnett Without telling a person how to correct their actions, it is most often more effective to assist an individual by asking appropriate questions so they can lead themselvess to the answer. Employees are more engaged allowing the solution to be implemented without resistance. You want to focus on asking questions that make people think and share. What did you think of your performance? If you had to pick one area to work on, what would that be? How do you want to approach that? What specifically will you have done and by when? And how will I know? What are your priorities today, this week, and this month? What do we need to focus on today? In your opinion, what makes your progress so difficult? What is standing in your way? If the situation will never change, what do you think you could change in yourself? What are the characteristics of someone performing your job successfully? How would you rate your attitude in this situation? How does this align with your objectives and goals? Where do you see this going? Can you give me an example of that?? If you could select a perfect outcome, what would thatt look like? Have you been in this situation before? How do you think your peers would view this situation? How can I help? What would you change for the next time? How does that affect your job performance? Our department? The company? 5

6 MANAGING4SUCCESS Coach hing Conversati on Proc cess The significant problems we have cannot be solved at the same level of thinking with which we created them. Albert Einstein The specific phases of a coaching conversationn should follow a naturall process. The process will include six different phases of communication. 1. Open the conversation 2. Transition to the situation 3. Situation discussion 4. Solution discussion 5. Commitment t to the solution 6. Close the conversation Both the Situation and Solution phases will include many questions from the coach. The questions will createe more of a pull conversation from the leader. Too often leaders tend to coach by pushing the solutions on their team. To develop team members they must be allowed to think about the potential solutions for every situation, instead of just implemented the solutions the coach has developed. The Situation and Solution phases may take several minutes to work through depending on the topic of the discussion. 6

7 COACHING PLANNER Employee Situation What is the desiredd outcome from the conversation? Whichh Communication Style will you implement (Direct, Spirited, Considerate, or Systematic)? How will you demonstrate thatt style in your coaching conversation? What examples or stories can you share to help with the understanding and the application? 7

8 MANAGING4SUCCESS Open Transition Questions to further examine the Situation and Solution Commitment Close 8