Coaching for Performance

Transcription

1 Coaching for Performance

2 Learning Objec3ves Explore the importance of coaching Understand how to influence others without authority Coaching with courage and compassion Using feedback as a coaching tool Feedforward Understanding employee mo=vators as it pertains to coaching 2

3 Defini3on of Coaching The art of facilita0ng the performance, learning, and development of another. Downey To coach you have to care. Kevin Catlin 3

4 Why do we coach? To develop those we lead Without coaching we rely on a sink or swim approach to development It is our job As we take on more strategic roles as leaders, our teams will require larger skill sets than the norm Because we care

5 The One Thing What is the one thing that you know if you did well, consistently, or differently, you know it would either prepare you to be a manager or enable you to be more influen=al? What keeps us from doing these things? 5

6 Revisit: Urgency Addic3on 6

7 Covey s Urgent/Important Model Not Important Important Urgent I. Produce Crisis Pressing Problems Deadline-driven projects, mee3ngs, prepara3ons III. Decep3on Interrup3ons, some phone calls, mail, reports, or mee3ngs Many phone calls Other par3es pressing problems Not Urgent II. Quality Prepara3on Preven3on Clarifying goals and values Strategizing Training IV. Waste Trivia, busywork Junk Escape ac3vi3es 7

8 Covey s Urgent/Important Model Benefits of Quadrant II Planning Increases your ability Helps to prevent problems Focuses on building rela=onships Encourages long-term planning Exercise: What are some solu=ons to help us make =me for Quadrant 2? 8

9 Insight s 4 Points of Development 9

10 Goals of Coaching 1:1 Coaching Orchestra=ng Resources Crea=ng and nurturing a culture that coaches

11 Insight s Coaching Self-Assessment See Handout 11

12 The Basics of Coaching And Feedback When you think of feedback, what is the first thing that comes to mind? 12

13 The Role of Feedback in Leadership, Coaching, Teaming and Mo3va3on Scenario: You re working on a very important project that went SNAFU. Though whose fault it is remains unclear, it was your project and your team. Now your bosses boss wants to see you to give you some feedback Why is feedback so hard to receive and give? Why do the smart and accomplished people struggle with feedback? 13

14 Feedback: Captain Roth 14

15 Managerial Courage: Balancing Courage and Compassion

16 Captain Roth Exercise: Feedback Think of a =me someone gave you tough feedback. Who was it? What did they say? What impact did it have on you at the =me? Today? How did that make you feel in the moment? Upon reflec=on what has been the las=ng impact? 16

17 Exercise: Late for a Mee=ng 17

18 Abstract vs. Behavioral Abstract Behavioral Labels, generaliza=ons, assump=ons & judgments Specific ac=ons or results, observable What conclusions have I reached about this person? What did this person do or say? 18

19 Using SBI/SRI to Coach, Lead and Influence Situa=on Behavior - Results Impact 19

20 SBI: Situa3on Behavior Impact Situa3on We commi^ed to ge_ng the impact report to Behavior Alan by 4pm Thursday. Not le_ng me know this un=l noon (on Thursday) means we have no chance to come up with a solu=on You did not communicate the situa=on well. We ve made Alan look bad in front of his boss. Impact 20

21 Leading & Lagging Indicators Defini3ons: Leading Indicators: A measurable factor that changes before a par=cular pa^ern or trend emerges. Leading indicators are used to predict outcomes down the road. o Example: Behaviors reviewing DriveCam rou=nely; Coaching Bus Operators on unsafe prac=ces; wearing safety vests; star=ng each mee=ng with a safety message; etc. Lagging Indicator: A measurable factor that changes a0er a par=cular pa^ern or trend has already begun. o Example: KPI s Accidents; AFR; IFR Leading Lagging 21

22 SBI + LEAP isten A^en=vely: Ask for Person s Opinion Whole-Brained Listening Paraphrase Ask ques=ons Refrain from providing solu=ons xplore Solu=ons & Reach Agreement Discuss replacement behavior or skill you would prefer Be specific! c=on lan: Encourage, Commit to Follow up, Calendar and Thank

23 1. Set the stage by describing the Situa3on / BE SPECIFIC 2. Describe the Behavior 3. Share the Impact the behavior had on any one or all of the following: them, you, the team, the customer, the organiza3on 4. Listen Ahen3vely. Ask for the person s opinion. Listen ahen3vely and then refocus on this issue only. 5. Explore Solu3ons/Reach Agreement (if the feedback is behavioral in nature, discuss the replacement behavior you would prefer be specific!) 6. Ac3on Plan. Commit to an Ac3on Plan and thank them.

24 Revisit: The Goals of Coaching 1:1 Coaching Orchestra=ng Resources Crea=ng and nurturing a culture that coaches

25 Apprecia3on Orchestra3ng Resources 25

26 Exercise: Posi3ve Feedback Think of someone Find a person who reports to you or you interface with regularly, who has been really working especially hard or effec=vely, learned or implemented a good idea, completed a difficult project well, held their hand up for more responsibility you get the idea. Explain to your partner: What did they do? How did they go about doing it or, what was the result of their having done it? What was the impact of their efforts or results to you, the team at large, or the company? Write up the feedback you d like to give them using SBI. 26

27 Apprecia3on Coaching: ROI The Trust Tank 27

28 Exercise: Thank You Card 28

29 Feedback vs. Feedforward 29

30 Exercise: Revisit Your One Thing Rules: Learn Help No feedback about the past. Don t judge, just listen. Shake their hand, thank them for sharing. 30

31 Exercise: Revisit Your One Thing This exercise was? 31

32 Feedforward Would feedforward (sugges=ons for the future) rather than feedback (review of the past) be more preferable or even enjoyable? How do you think it might help you, your colleagues, and your individual team or project teams become even be^er? 32

33 Revisit: The Goals of Coaching 1:1 Coaching Orchestra=ng Resources Crea=ng and nurturing a culture that coaches

34 Video Clip: Mr. Holland s Opus

35 Caring What did he say to get her to believe she could succeed? How did he say it? Why do we believe he cares? What else did you observe?

36 36

37 Lost at Sea 37

38 Lost at Sea 1. Provide a lost at sea ranking chart for every member of your group. 2. Ask each person to take 10 minutes to decide their own rankings, and record the choices in the lel-hand Step 1 column. 3. Invite everyone to get into teams of 3/4. Encourage the group to discuss their individual choices and work together to agree on a collabora=ve list. Allow 20 minutes for this sec=on. Record the group rankings in the second column (team rankings). 38

39 Lost at Sea 4. The correct answers were suggested by the US Coastguard. Display the expert rankings on a PowerPoint presenta=on, whiteboard or photocopy. Compare your individual and group answers with the correct answers and determine a score. 5. For each item, mark the number of points that your score differs from the Coastguard ranking and then add up all the points. Disregard plus or minus differences. The lower the total, the be^er your score. 6. As the groups work together, sharing thoughts and ideas, this should produce an improved score over the individual results. Discuss with your group why the scores were different? What changed their minds? And was this enough to survive? 39

40 Coast Guard Expert Analysis 40

41 Lost at Sea 41

42 Who Likes Olives? 42

43 Influence vs. Persuade: Surfer Dude People are generally beher persuaded by the reasons which they have themselves discovered than by those which have come into the mind of others. Blaise Pascal, Pensées 43

44 Who do you want to influence? What s your plan? 44

45 Prepare to Influence 1. Who do you want to influence? 2. What do you want them to do/think/feel? 3. Are you trusted and credible? 4. What do you do? 45

46 Who s your audience? AGE RANGE Level in Organization Inside/Outside the Organization Decision-Making Power Familiarity w/content 46

47 What Outcomes Do You Want? Change Behavior Sale Inform Consider 47

48 Audience Assessment 48

49 Who do you want to influence? Consider: Your credibility Trust Prepara=on What else? 49

50 Revisit: The Goals of Coaching 1:1 Coaching Orchestra=ng Resources Crea=ng and nurturing a culture that coaches

51 Insight Employee Engagement Interview When you engage with employees you ll no>ce when they start to disengage. Teri Fisher, Insight Strategies How do you find out what s important with respect to mo=va=on, goals, rewards, work-life balance needs, talents, strengths, etc.? ASK: Use the Insight Employee Engagement Interview LISTEN: Focus, paraphrase, ask ques=ons and listen a^en=vely LEARN: What were the key take-aways from each of your conversa=ons? ADAPT: Adapt your leadership style, approach and strategy based on individual need APPLY: Devise a mo=va=on and engagement plan and determine how to execute INSPIRE: What is the vision you hold for each employee? 51

52 Insight Employee Engagement Interview 52

53 Tell Us About You! 53

54 Crea3ng a Culture that Coaches Coach Carter video clip

55 Coach Carter 1. Have you ever had a coach like this? 2. Was Coach Carter nice? 3. What worked about Coach Carter s approach with Cruz? The team? 4. Could it work here? 55

56 Lessons from Coach Carter It s always accountability to the team. The mission, the vision it s the goal not the role. The great leaders understand the use of both compassion and courage, and when in doubt, go to courage. Pygmalion 56

57 Coaching for Performance

58 Menu of Alterna=ves Instruc=ons: 1) In the Job Skills column, quickly indicate skills that are cri=cal to your employee s success. 2) In the remaining columns, list employee names and check each skill that he/she possesses. On a scale of 1-5, they would be rated a 4 or 5. The empty boxes reflect areas of improvement. 3) Use this informa=on to provide performance-related feedback to your team members. Job Skills Name Name Name Name Name Name Name Name Skill Set 58 Source: Coaching for Improved Work Performance Ferdinand Fournies