Housekeeping Aims To enable participants to understand what - - PowerPoint PPT Presentation

Essentials of Leadership and Management Programme Coaching Skills Workshop

27th February 2019 Helen Campbell People Development Advisor

Housekeeping

• To enable participants to understand what

coaching is

• To establish the benefits that coaching can

bring

• To explore coaching skills and techniques and

put them into practice Aims

Objectives

• To be familiar with the origins of coaching
• To understand key coaching principles
• To recognise how coaching differs from mentoring
• To examine the benefits of coaching for students, staff and

the organisation

• To explore situations when coaching would be useful
• To understand what characteristics and skills are required in
• rder to coach
• To recognise and apply coaching techniques

• Your name
• Your role
• What you are hoping to get out of today

Rate, as a coach, on a scale of 0-10, where... 0 = "I really struggle with coaching" and 10 = "coaching skills are fully integrated into my management/leadership style " Write the number on a post-it to share with the group

Introductions

Share with your neighbour:

How would you define coaching?

Exercise

Write your definition on the white board

What is Coaching?

2,410,000,000 results (0.58 seconds)

Origins of Coaching

• Originated in sport in the early 1800s with a focus on

behaviour and instruction

• Has roots in psychotherapy
• Timothy Gallway; The Inner Game of Tennis (1974) “the
• pponent within one’s own head is more formidable

than the one the other side of the net”

• As much about learning as instruction
• Good coaching is a skill that requires a depth of

understanding and plenty of practice

• Professional associations e.g. International Coach

Federation and European Mentoring & Coaching Council

What is Coaching?

• Structured, focussed interaction using appropriate

strategies, tools and techniques for desirable and sustainable change

• Asking open questions
• Essentially a non-directive form of development
• A powerful vehicle for increasing performance,

achieving results and optimising personal effectiveness

• Considers people in terms of their potential
• Personal issues may be discussed - but the main

emphasis is work

• Potentially has both individual and organisational

goals

• A space for reflection

''Coaching is a process limited to a specific period of time that supports individuals, teams or groups. The coach supports clients in achieving greater awareness, improved self-management skills and increased self- efficacy, so that they develop their own goals and solutions appropriate to their context.‘’ European Mentoring & Coaching Council (EMCC)

Coaching Definition

The Essence of Coaching

“Coaching is unlocking people’s potential to maximise their own

• performance. It is helping them to learn rather than teaching them.”

Whitmore, J (1996 & 2009) in Coaching for Performance

Key Coaching Principles

• The Essence of Coaching...

'unlocking people’s potential to maximise their own performance. It is helping them to learn rather than teaching them.'

• Relationship and Trust
• Environment
• Questions and Curiosity
• Active listening
• Self-awareness and non-judgemental
• Clarification
• Goals
• Commitment to action

Good Practice for Leaders and Managers

To have coaching conversations in your day-to-day interactions with others. With this in mind, in what situations would you apply coaching?

Good Practice for Leaders and Managers

In the moment conversations Performance and Development Reviews Capabilities Meetings Feedback Career frameworks Difficult conversations Role Model Collaborative partners Academic Advisor role Leadership Coping with change

15

Situational leadership model

Adapted from Hersey and Blanchard

Supporting Coaching Delegating Directing

Leaders define the roles and tasks of the team member, and supervise them closely. Decisions are made by the leader and announced, so communication is largely one- way. Leaders still define roles and tasks, but seeks ideas and suggestions from the team member. Decisions remain the leader's prerogative, but communication is much more two-way. Leaders pass day-to-day decisions, such as task allocation and processes, to the follower. The leader facilitates and takes part in decisions.

Coaching - Key Points

• Coaching skills need to be developed
• Time and commitment are important ingredients.

Think of coaching as an investment

• Coaching encourages accountability and

independence of thought

• It is rewarding to see people develop and take
• wnership of their actions
• Be patient - change happens slowly for people
• Coaching is not a way of persuading someone to

your way of thinking or imposing your solutions

In groups: What's the difference between coaching and mentoring?

Exercise

?

What is Mentoring?

“Mentoring is a development process in which a more experienced person shares their knowledge with a less experienced person in a specific context through a series of conversations. Occasionally mentoring can also be a learning partnership between peers” EMCC

20

Coaching & Mentoring Spectrum

COACHING MENTORING

A coach has some great questions for your answers, a mentor has some great answers for your questions

• non-directive
• supports the

coachee in developing their goals specific to their context

• usually 6

months

• directive
• experienced

person sharing knowledge in a specific context

• buddying
• usually 12

months

21

Comfort break: tea/coffee

Exercise

In groups:

• 1. What are the benefits of coaching for

individuals?

• 2. What are the benefits of coaching for
• rganisations?

Think about your role - current or past situations

• Increase performance
• Increase awareness
• Increase confidence
• Improve decision

making skills

• Improve

communication skills

• Embed holistic thinking

Benefits of Coaching - Individuals

• Increase responsibility

and accountability

• Improve working

relationships

• Better work/life

balance Personal and Career development

Benefits of Coaching - Organisation

• Demonstrates commitment to staff

and students

• Increases qualities of leadership
• Allows for talent management
• Increases organisational performance

and creativity

• Improves culture
• Improves learning and knowledge
• Motivates people
• Decreases levels of stress and tension

In groups:

• 1. What characteristics and skills should an

effective coach have?

• 2. How does an effective coach demonstrate

these? What should they do?

• 3. What should a coach avoid doing?

Think about your real-life experiences of coaching Exercise

?

Typical characteristics and skills of an effective coach

• Support
• Empathy
• Encourage
• Non-judgemental
• Rapport
• Focused
• Optimistic
• Collaborate
• Explore
• Perceptive
• Clarify
• Patient
• Self-aware
• Active listener

Differences: Counselling, Coaching, Mentoring

Counselling

• Past-focused
• Problem-focused
• Works towards emotions
• Gives advice and

recommendations

• Asks the question 'why

should we change?'

• The counsellor has the

answers - gives diagnosis and treatment

• Paraphrasing -

restatement of a statement or text using

• ther words

Coaching

• Future-focused
• Solution-focused
• Works towards outcomes
• Does not give advice
• Asks the question 'how can

we change?'

• The client has the answers
• assisted to find their own

solutions

• Backtracking - using client

language and tone to recap important words or phrases

Mentoring

• Future-focused
• Works towards personal

growth

• Acts as a role model
• Asks the question 'how

can I help you change?'

• Both parties have the

answers - 2-way learning

• Backtracking - using client

language and tone to recap important words or phrases

• Corrects and makes

suggestions

What does an effective coach do?

• Establishes and manages the relationship
• Asks open questions
• Explores the current situation with the coachee
• Discusses the coachee's ideas
• Encourages a range of alternative methods to try out
• Guides the coachee and together they work out a solution
• Obtains commitment to action
• Tailors their help and style to suit the needs of the individual
• Encourages learning to be transferred back into the workplace

What things should a coach avoid doing?

• Making assumptions
• Asking lots of questions at once
• Asking leading/closed questions that prevent emergent dialogue
• Giving advice
• Ignoring the signals people are sending with their body language
• Panicking if people do not respond immediately (silence is

powerful)

• Becoming accusatory (e.g. why on earth would you do it that

way?)

Why is it important? What does active listening look like? As a manager or leader, how do you pay attention to that person in that moment?

Key coaching skill: Active Listening

Key coaching skill: Active Listening Demonstrated by...

We remember

• nly 25-50% of

what we hear!

• Listening with interest and curiosity
• Keeping eye contact
• Making occasional sounds/nods/smile to indicate

understanding and encouragement

• Not interrupting
• Clarifying appropriately
• Staying relaxed and quiet if the thinker becomes

quiet - they're thinking

KLINE, Nancy (1999). Time to think: listening to ignite the human mind. Ward Lock, London

Video

As you are watching the video, write down your observations about the following:

• How the coach listens
• How the coach responds
• Any other general comments about the

coaching approach

https://www.youtube.com/watch?v=6f3X2PEsV-Q

35

Coaching Techniques - putting coaching into practice

Pick a word and a picture that represents how you feel about an issue or situation that you have recently experienced...

In pairs:

• Using what you've learned so far, practise having a

coaching conversation where one of you takes on the role

• f coach and one of you takes on the role of the coachee.

Focus your discussion around the words/pictures that you have each just selected. Feedback:

• What was it like applying a coaching approach/being

coached? Did you struggle with any aspects of the discussion?

36

Lunch

38

Coaching brings an opportunity for the coachee to...

...look at things through different lenses To 'step back' and view the same things from a different perspective...

G R

Goals: What do you want to achieve?

• What is the aim of this discussion?
• What is important to you right now?
• What would you like to get from the next 30

minutes?

• What are you working on at the moment?
• What new skill do you want to explore and develop?
• What areas do you want to work on?
• How can you word this goal using positive language?
• Describe your perfect world.
• What outcome would be ideal?
• What would be the benefits if you were to reach this

goal?

G R

Reality: Is it achievable?

• What's working well for you at the moment?
• What have you done so far to change/improve this?
• Where are you now in relation to your goal? (on a

scale of 1 -10 where are you?)

• What has contributed to your success so far?
• What skills/knowledge/attributes do you have?
• What is required of you?
• What are you willing to endure to see your goal

become a reality?

• Is this a need or a want?
• What has stopped you from achieving your goal thus

far?

G

Options: Exploring what's out there

• What do you think you should do first?
• What would be the most helpful thing that you could

do now?

• If you had 50% more confidence, what would you be

doing that would be different?

• If you saw someone else in the same situation what

would you suggest they do?

• What do you think 'X' would do in this situation?
• Who do you know who has encountered a similar

situation? How did they deal with it?

• What are your options? What else could you do?
• Which option do you feel ready to act on?

G R

Way forward: Action planning

• How are you going to go about it?
• What do you think you need to do right now?
• Tell me how you are going to do that?
• Is there anything else you can do?
• How will you know when you have done it?
• What support do you need to make this happen?
• When are you going to start?
• What will happen (of, what is the cost) of you not

doing this?

• On a scale of 1-10, how committed/motivated are

you to doing it?

• What would take it to 10?

Coaching practice: Rotation

• You have all been asked to think about a

coaching scenario.

• You're going to work in pairs / groups of three.

Agree between you who will take on the role

• f coach, coachee or observer.
• Work through the coachee's scenario for 15

minutes.

Coaching practice: Reflections

Now spend 10 minutes reviewing how it went

• Coach - state what you think you did well and

what you think you need to develop.

• Coachee - provide feedback on what you think

the coach did well and could develop.

• Observer - provide additional feedback that is

useful to both parties. Rotate so that somebody else gets a chance to coach/be coached

46

Comfort break: tea/coffee

Remember

• Coaching skills need to be developed
• Time and commitment are important

ingredients

• Coaching encourages accountability and

independence of thought

• Obtain feedback to develop your skills

Rate, as a coach, on a scale of 0-10, where... 0 = "I really struggle with coaching" and 10 = "coaching skills are fully integrated into my management/leadership style "

Write the number on a post-it to share with the group

Exercise

Further reading

• WHITMORE, John (2002). Coaching for Performance: GROWing

People, Performance and Purpose. 3rd ed., London, Nicholas Brealey Publishing.

• LANDSBERG, M (1997). The Tao of Coaching. Harpers Collins

Publishers.

• PARSLOE, E & WRAY, M (2007). Coaching and Mentoring: Practical

Methods to Improve Learning. Kogan Page Limited.

• GARVEY, Bob and MEGGINSON, David, STOKES, Paul (2008).

Coaching & Mentoring Theory and Practice. Sage.

• CLUTTERBUCK, David and MEGGINSON, David (2005). Techniques for

Coaching & Mentoring. Oxford, Elsevier Butterworth- Heinemann Publications

Further support and development

Coaching Moments App - free Techniques

• Storytelling
• Appreciative inquiry
• Rich pictures

http://www.pinterest.com/cmoeinc/coaching-videos/

Internal coach and mentor pool

https://blogs.shu.ac.uk/hallamleaders/coaching-and-mentoring/

Reflections

What will you do differently as a result

• f this session?

Evaluation form