COACHING and MENTORING Delegate Course Workbook

12th December 2011

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COACHING IS……..

A guided practical approach to an individual’s development Seeing someone’s ability and providing him or her the opportunity to improve Using questioning to enable an individual to find his or her own solution Helping to build confidence Support Giving advice Unlocking a person’s potential to maximise their own performance. It is helping

them learn rather than teaching them – Sir John Whitmore: Coaching for Performance

A way of managing people, a way of treating people, a way of thinking and a way of being – Sir John Whitmore: Coaching for Performance

COACHING IS NOT……..

Just giving feedback (only stage 1 of coaching) Mentoring (being a trusted advisor of an inexperienced person) Not just a skill for work Does not have to be time consuming Counselling (consultation on a personal matter) Training Managing a poor performance issue Merely a technique to be wheeled out and rigidly applied in certain prescribed

circumstances – Sir John Whitmore: Coaching for Performance

COACHING IS APPROPRIATE…..

To help improvement where there is a performance shortfall Where there is a lack of skills/knowledge To handle inappropriate attitude For building confidence For building competence To realise potential (for the individual and for the organisation) To motivate an individual In most situations both at work and at home Because it is an immensely flexible skill

COACHING IS NOT APPROPRIATE…..

When it it your agenda and you have a strong view on how things should be done In a crisis When the coachee has no knowledge When there is a performance issue (the performance issue must be dealt with first)

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A SIMPLE COACHING MODEL

The following is a simple model, which can be used to map out the coaching process:

D - Define: Assess the need; find out what the problem or need isA - Agree: Agree together the learning need and objectives, which need to be

achieved and what steps are to be taken to achieve them. Discuss how the coach is going to support and to what extent

D - Do: The coachee does what has been agreed with support and guidance from the coach. Responsibility lies with the coachee to ensure theirown learning

R - Review: Involves praise, encouragement and motivational and developmental feedback

Apply your workplace perspective:

Define: The need may be an understanding of training records logged in the system and how to use the system correctly (and the benefits of doing so), or it may be better analysis, planning, asking more productive questions, recognising opportunities etc.

Agree: It is very important that the coachee agrees that there is a problem or need and has a desire to find a solution. It is not possible to coach someone who is unwilling to be coached or does not see the need for coaching. It is also important that they are involved in deciding what actions they need to take as they are much more likely to carry them out if they take ownership.

Do: The coachee must be absolutely clear what they are expected to do and should decide what support or guidance they need from the coach.

Review: The coachee must be given timescales within which the coach would expect to see some improvement and that a review should be conducted to check progress.

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COACHING STYLES

We each have preferred styles of doing things that we are most comfortable with. Those styles may or may not suit the people with whom we are working, so it is essential to be aware of our own style and useful to understand the preferred style of the people with whom we interact. There is no right or wrong style, we simply need to be aware of our style and then flexible in our responses

When it comes to coaching, there are several different styles that coaches naturally adopt and on the following page is a diagram to illustrate this. A coach should be able to adapt an appropriate style along the spectrum to suit the individual and the situation.

PUSH AND PULL

At one extreme is a very directive approach, where we simply tell the individual what we want them to do. This is at the “Push” end of the spectrum where we are virtually solving the problem for the individual. People with this style tend to be very experienced and confident that their way of doing things works. This style takes the responsibility away from the individual but, usually, does not help most to learn.

There are times when a directive approach is totally apt, for example, when there is simply no time and urgent decisions must be made and the individual does not have the ability to make those decisions quickly and correctly.

At the other extreme is a non-directive approach where we allow the individual room to come up with their own ideas. This is at the “Pull” end of the spectrum where we allow the individual to solve his or her own problems, but with our full support. This is considered by many to be coaching in its purest sense.

At the “Push” end of the spectrum the coach does most of the talking and the coachee listens; at the “Pull” end of the spectrum the coachee does most of the talking and the coach listens.

The traditional style of management is to mostly tell:

TELL ASK

The coaching style of management is to ask more questions:

TELL ASK

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Directive

Non - Directive

Telling

Instructing

Giving Advice

Offering Guidance

Giving Feedback

Making Suggestions

Asking Questions that Raise Awareness

Summarising

Paraphrasing

Listening

PUSHSolving someone’sproblem for them

PULLHelping someone to

solve their own problem

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THE BENEFITS OF A COACHING STYLE

People tend to learn better and remember what they have learnt better when they are not just told what to do but are also shown and allowed to do it for themselves:

TOLD SHOWN EXPERIENCED

70% 72% 85%

10% 32% 65%

Recall after 3 weeksRecall after 3 months

THE WILL-SKILL MATRIX

Sales people under-perform for various reasons and it is useful, as a coach, to think about the underlying causes. Sometimes the behaviour demonstrated by the individual will hide that underlying cause and coaches must be open to exploring what is getting in the way of performance in order to help the individual improve.

The Will-Skill matrix will help you categorise the coachee based on four key areas and help you focus on the cause not the symptom.

The four areas are:

Attitude – the individual has the skills and knowledge to perform the task, but either does not perform or displays negative behaviour. They have control over how they behave and can choose to change the behaviour. The coach should focus on changing the behaviour not the attitude. Only the individual can really change their attitude and how they feel about something, though they may find this difficult. Negative attitude does not have to be matched with negative behaviour. Their attitude will not necessarily impact on others, their behaviour will.

An unfortunate result of negative attitude is that it may eventually become entrenched, with the result that the individual is no longer open to the knowledge and skills coaching which will help them to meet their objectives. It is therefore important to encourage them to focus on changing any negative attitudes they may have.

It is important to check that their attitude is not a symptom of the other three areas.

Knowledge – the individual does not have the necessary knowledge to perform the task to the required level. The quick solution is to close the knowledge gap through training or coaching.

Skill – the individual has had the necessary training but is still not performing. Skills coaching is the best short-term solution so that the coach can see how the individual is performing the task in the live environment and identify the specific areas of weakness. If there are several areas of weakness, it is important to focus on a limited number at a time so that the coachee is not overloaded or demotivated.

A common mistake is to send individuals with a skills gap on a “refresher” training course. No amount of additional training will close the gap (unless the issue is actually a knowledge gap).

If there is no improvement in the long term, you may need to consider whether the individual is the right person in the right job.

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The Will/Skill MatrixW

ill

High

Low

Inform

Guide

Enthuse

Delegate

SkillHigh

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External Blocks – these can be systems, procedure, red tape or other people. As part of the coaching process it is important to ensure that these are minimised and, where this is realistic, mitigating action is taken.

If the individual sees something as a block, it is important that they feel that they have been listened to. It is also important that the coach challenges them to ensure that there really is a blockage and to support them in finding a way around that blockage so that they can move forward to achieve the goals.

Having categorised the individual, you will need to adapt your approach. The Will-Skill matrix indicates the approach you should take depending on the quadrant in which your coachee sits.

Low Skill/Low Will = Inform: Coach and provide training depending on knowledgelevel. First focus on finding the cause of the low will (attitude).

Low Skill/High Will = Guide: Coach and closely monitor performance. Give continuous motivational and developmental feedback according to best practice. Individual must feel

supported. High Skill/Low Will = Enthuse: Coach and focus on finding the cause of the low will (attitude). If the individual is influential because of their high skill, you will need to work with them urgently on changing the behaviour so that it does not “infect” others. This individual will need motivating. Acknowledge their ability. High Skill/High Will = Delegate: Coach and use them to coach others. Keep them motivated by acknowledging and allowing them to use their abilities.

It is helpful to note the following points, which demonstrate good coaching*: Listening is more important than talking What motivates people must be understood Everyone is capable of achieving more A person's past is no indication of their future People's beliefs about what is possible for themselves are their only limits A coach must always provide full support Coaches don't provide the answers

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Coaching does not include criticising people All coaching is completely confidential Some people's needs cannot be met by coaching, and coaches recognise clients with

these needs

*excerpt from “businessballs.com”

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The role of mentoring in Personal Development

What is mentoring? Mentoring is a long standing form of training, learning and development and an increasingly popular tool for supporting personal development.Mentoring has become a widespread development tool, and we all know of famous mentoring relationships. Ian Botham for example was mentored by Brian Close, Kevin Keegan by the great Bill Shankly.

Mentoring is used specifically and separately as a form of long term tailored development for the individual which brings benefits to the organisation. The characteristics of mentoring are:

It is essentially a supportive form of development. It focuses on helping an individual manage their career and improve skills. Personal issues can be discussed more productively unlike in coaching where

the emphasis is on performance at work. Mentoring activities have both organisational and individual goals.

The Art of Mentoring: Mentoring has an almost heady, academic sound, reserved solely for workers in

whiter collars whose fathers advised, ‘Get to know ol’ Charlie.’

Minority employees got assigned a mentor to expedite their route through glass ceilings.

Defining Mentor/Mentoring:

Mentor Mentoring

A mentor is defined in the dictionary as ‘a wise, trusted advisor…. a teacher or coach.’

A mentor is simply someone who helps someone else learn something that would have otherwise been learned less well, more slowly or not at all.

Mentoring is defined as that part of the leader’s role that has learning as its primary outcome.

Mentoring is typically focused on one person; group mentoring is training or teaching.

Mentoring is part of a leader’s role that has growth as its primary outcome.

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Not all mentors are supervisors, but most effective supervisors act as mentors.

What is the difference between mentoring and coaching?The following table, adapted from Alred et al, highlights the differences between mentoring and coaching. It is separate and distinct from coaching, but coaching and mentoring can often overlap.

Mentoring Coaching Ongoing relationship that can last for a long time

Relationship generally has a short duration

Can be more informal and meetings can take place as and when the mentored individual needs some guidance and or support

Generally more structured in nature and meetings scheduled on a regular basis

More long term and takes a broader view of the person. Often known as the 'mentee' but the term client or mentored person can be used

Short-term (sometimes time bounded) and focused on specific development areas/issues

Mentor usually passes on experience and is normally more senior in organisation

Not generally performed on basis that coach needs direct experience of clients formal occupational role

The focus is on career and personal development

Focus generally on development/issues at work

Agenda is set by the mentored person with the mentor providing support and guidance to prepare them for future roles

Agenda focused on achieving specific, immediate goals

Revolves more around developing the mentee professionally

Revolves more around specific development areas/issues

Benefits of mentoringIn Everyone needs a mentor Clutterbuck describes how mentoring works and the business benefits of the approach.

Benefits to the organisation are:

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significant impact upon recruitment and retention (one study found that the loss of young graduates in the first expensive post training year was cut by two thirds).

effective succession planning makes organisations adapt to change increased productivity through better engagement and job satisfaction.

Benefits to the mentored person are: development outcomes which may include, knowledge, technical and

behavioural improvements better management of career goals developing wider network of influence increased confidence and self awareness which helps build performance and

contribution mentors also benefit from the satisfaction of developing their colleagues and

of passing on their knowledge, skills and expertise line managers and HR also benefit from better employee focus and

engagement.

Different types of mentoring activity Developmental mentoringThis is based on helping someone to develop. The mentored employee sets the agenda based on their own development needs and the mentor provides insight and guidance helping achieve the desired goals.

Sponsorship mentoring This is a form of mentoring where the mentor is protégé (literally 'one who is protected'). Here the mentor intervenes on the mentee’s behalf and there is normally one way learning. The mentor is usually more senior. These relationships can break down when the power relationship changes and when the mentee stops taking advice.

SAGE: THE MODEL FOR GREAT MENTORING

Great mentoring requires four core competencies. These competencies form the sequential steps in the process of mentoring for their ability to blend effectively with. SAGE- a helpful mnemonic as well as a symbolic representation of the goal, the power -free facilitation of learning. They are:

1. Surrendering – leveling the learning field:

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Great mentors surrender to learning. Surrender means yielding to a flow greater than either player in the process. Surrendering is the process of leveling the learning field. Most mentoring relationships begin with mentor and protégé in unequal power positions. The risk is that power creates anxiety and anxiety minimizes risk taking – that ever important ingredient required for growth. Surrendering encompasses all the actions the mentor takes to pull power and authority out of the mentoring relationship so protégé anxiety is lowered and courage is heightened.

2. Accepting- creating a safe haven for risk taking:

Accepting is the act of inclusion. Psychologist Carl Rogers labeled Acceptance as “unconditional positive regard.” The verb ‘accept,’ however, implies ridding oneself of bias, preconceived judgments, and human labeling. Accepting is embracing, rather than evaluating or judging. Accepting is code for creating a safe haven for learning. When mentors encourage and support, they send a message that safety abounds. And protégé’s need that safety in order to undertake experimental behavior in the face of public vulnerability.

3. Gifting- the main event:

Gifting is an act of generosity. Gifting means, bestowing something of value upon another without expecting anything in return. Mentors have many gifts to share. When they bestow those gifts abundantly and unconditionally, they strengthen the relationship and keep it healthy. Gifting is the antithesis of taking or using manipulatively. It is the main event of mentoring. Mentors give advice; they give feedback; they give focus and direction, they give their passion for learning. Surrendering and accepting are important initial steps in creating a readiness in the protégé. Gifts are wasted when they are not valued – when they are discounted and discarded.

4. Extending- nurturing protégé independence:

Extending means pushing the relationship beyond its expected boundaries. Mentors who extend are those willing to give up the relationship in the interest of growth, to seek alternative ways to foster growth. They believe that protégé’s learning can occur and be enhanced in many and mysterious ways. Extending is needed to create an independent self directed learner.

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When is mentoring the best development intervention?

Many experts advise that mentoring should be independent from any other training and learning activity. Again it should not be confused with coaching. Mentoring can be the best intervention in areas where the development task relates to an employee requiring much specialist, knowledge and information. However there are other contexts where it is the best intervention. Specific areas where it can be used are given in the table below.

Context PurposeInduction Helps people get up to speed Support for development Ensures effective learningCareer progression Assist in identifying and supporting potential talent On the job learning To enhance job related knowledge and skills for the

present Equal opportunity programmes

To ensure proper integration and fairness of treatment

Redundancy and outplacement

To assist individual in managing the difficult transition

New projects Help rapid assimilation and delivery New job transition Helps employee adjust Within change programmes To help people adjust to change

Performance Management StructureIn your performance management discussions with your manager, you can discuss the inclusion of mentoring within the personal development section where it could assist with many different forms of development from work-life balance, to improving network, relationship building to improving business competence.

Find your own mentorThe most effective mentor / mentee relationships are where the individuals connect on a personal level, and supports colleagues to find their own mentor.

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Where to go to for further reading on mentoring

Networks: The Coaching and Mentoring Network European Mentoring and Coaching Council

Reading Lists ALRED, G., GARVEY, B. and SMITH, R (1998) Mentoring pocketbook. Alresford:

Management Pocketbooks.

CLUTTERBUCK, D. (2004) Everyone needs a mentor: fostering talent in your organisation. 4th ed. London: Chartered Institute of Personnel and Development. Available at: http://www.cipd.co.uk/bookstore

MEGGINSON, D. at al. (2006) Mentoring in action: a practical guide. 2nd ed. London: Kogan Page.

COTTEE, P. (2006) Oliver’s army. People Management. Vol 12, No 19. 28 September. pp44-45.

GARVEY, B. (2007) History in the making. Coaching at Work. Vol 2, No 4. July/Aug. pp44-46.

HUSSAIN, Z. and IRELAND, S. (2006) Mentor of choice. Coaching at Work. Vol 1, No 7. November/December. Pp20-21.

VAN VARK, C. (2006) Coaching: mentoring induction. Human Resources. December. pp55-59.

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HINTS AND TIPSFOR THE MENTOR/MENTEE RELATIONSHIP

Mentor Attributes and Skills Mentee Attributes and Skills Job competence Networking abilities Effective at providing and

receiving feedback Active Listener Follow-up skills Ability to “let go” – don’t have all

the answers

Self-directed Risk taking Responsible for own growth /

development Receptive to feedback Realistic Curious Active Listener

Tips for mentors Tips for Mentees Model behaviours you want to

encourage Assess yourself continuously –

what skills can you share? Provide feedback to your

mentee about what you need / want / expect

Tell your mentee how you would handle certain situations

Coach your mentee toward learning milestones

Listen and ask questions Share networking strategies Act as a sounding board Offer encouragement and wise

counsel

Initiate/ schedule the one-to-ones with your mentor

Be prepared for the one-to-ones with you mentor (see contract template)

Arrive to discussions on time Prepare questions and discussion

points prior to your one-to-ones Complete any assignments as

agreed Participate fully in the process Share with your mentor how you

learn Explain how you work in person

and how that translates to your style on the phone

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Mentoring Do’s and Don’ts

Do Don’tMaintain confidentiality Share information with others that was

meant to be privateEstablish boundaries Leave expectations and boundaries un-

discussedShare your ideas and perspectives Ignore your perspectives and hope they

will go awayStrive to be open about family and work Present yourself as a one-dimensional

beingFind a common denominator to put the other at ease

Assume that you have nothing in common

Think and behave inclusively Anticipate that your partner wont understand or wont “get it”

Reach for a high level of candid exchange regarding issues of difference

Assume that differences are destructive

Articulate any fears you might have about working with a person representing a significantly different perspective

Don’t assume that the mentoring partner wont understand your perspective

Always maintain responsible and professional behaviours

Become too casual with the partnership

Respect your differences Don’t stereotype or generaliseBe honest about how your mentoring partnership is going

Don’t take it personally if your relationship doesn’t work. Not every pair will have a perfect personality fit. If this happens, and you feel comfortable discussing it with your mentor/ mentee then do so, and then alert your line manager.

Be respectful and considerate of your partner’s time

Consistently reschedule. Commit to a time and a date and ensure that you stick to that commitment. If you find you have to reschedule, ensure that you are the one to rearrange a suitable date for the both of you.

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Suggested Mentoring Contract Template

InstructionsThe mentee should complete this document prior to meeting with the mentor. In your first mentoring session, you should review and agree on the objectives contained in this document together, in order to set a clear direction for the mentoring relationship.

What does the mentee want to achieve through the mentoring relationship?

Which skills / competences does the mentee wish to work on with the mentor?

What specific assistance would the mentee like from the mentor?

Logistics

How often will you meet? ____________

Can the mentee contact the mentor between the sessions? _______________

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FEEDBACK

The principle of giving feedback stems from some research done in 1945 by Rene Spitz, a Hungarian-American psychoanalyst, who specialised in the relationship between mother and child. He discovered that children brought up in care homes experienced more difficulties due to lack of positive physical contact as babies with other humans. He called this physical contact “strokes”.

Further research was done by Eric Berne, who said that babies need physical contact as stimulus – he called this stimulus hunger. Older babies get this stimulation from smiling/talking – this he called recognition hunger. Adults equally need “strokes” at work to satisfy their need to be challenged and stimulated. Some strokes can be considered low impact, e.g. greetings. Others are high impact, such as recognition or praise.

Our need for strokes is so great that even negative strokes are better than no strokes at all. When a particular behaviour results in positive strokes, we repeat that behaviour.

Feedback is equivalent to stroking. We cannot let people know whether they are meeting expectations or not without giving feedback.

Feedback offers information aimed at reinforcing or changing behaviour in order to enhance performance.

A manager’s role is to give regular, honest feedback – not just once or twice a year at the time of the annual or half-yearly appraisal.

We can use two types of feedback:

MOTIVATIONAL – to build confidence

DEVELOPMENTAL – to build competence

Both types of feedback are positive as the aim is to make the recipient aware of what they are already doing well, so that they can continue doing it and also of areas where they can improve in order to develop them.

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It is important that we create a working environment where feedback is freely given and appreciated so it must be given for the benefit of the recipient and not the giver.

Feedback is only effective if people trust the intention of the giver. Your feedback should not be a release for your feelings and emotions. Recognise your emotions and manage them. Feedback that does not aim to reinforce or change behaviour in order to enhance the individual’s performance is NOT feedback. It is more likely to be perceived as criticism.

GIVING FEEDBACK

A useful mnemonic to help when giving feedback is BOOST:

B – Behavioural: focus on the behaviour and what the person has done, not their personality

O – Objective: be objective and avoid negative interpretations about the behaviour

O – Observed: feedback only on what YOU have observed (or analysed)

S – Specific: be specific and give clear examples where possible

T – Timely: give the feedback as soon as possible but at an appropriate time (and in an appropriate location)

Tips for giving feedback:

Ask for their views first – “How do you think it went?” “Tell me about…” Separate the motivational feedback from the developmental feedback – otherwise

the recipient is left with mixed messages: “You did this well, BUT…….!” Own the feedback – “I saw” “I heard” “ I noticed” Ensure your words and body language match – talk/write directly to the person; use

“you” not “he/she” Do not use “but”, “however” or “although”: use “and” or just pause and start a new

sentence

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Look to the future for solutions, not to the past for blame: say “What might you do differently next time?” “If you were in that situation again…” not “What should you have done?”

Be receptive to any feedback yourself – role model receiving feedback Offer suggestions rather than tell them what to do Do not justify, e.g. “I know you don’t normally do that!” “I know what you meant!” Do not use the opportunity to say what you would have done instead Avoid “sandwiching” feedback, i.e. do not mix motivational and developmental: “It

worked well because……and next time you might want to think about….but you were great and it was a good piece of workSTOP after the developmental and say thank you or ask if they have any questions

RECEIVING FEEDBACK

People can react in unexpected ways when they receiving either motivational or developmental feedback. There tend to be five clear stages for which we use the mnemonic DERAC:

D – Denial: “That wasn’t what I meant to say/do” “I wouldn’t normally do that” “It was nothing” “I was only doing my job!”

E – Emotion: anger, tears, being overwhelmed, embarassment, modesty

R – Rationalisation: “Yes, but I was only trying to” “ But I wouldn’t have said that if..” – trying to justify the behaviour

A – Acceptance: “Yes, you’re right!” “ I can see why it seemed that way” “I agree”

C – Change: “I know what I will do next time” “In future I will” “I’ll do that right away”

If the quality of the feedback is poor, i.e. not descriptive, judgmental, not objective, so not following the principles of BOOST, some people will get stuck in the early stages and never reach acceptance.

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It is also fair to say that, despite good feedback, some people will choose never to reach the stage of change.

Tips for receiving feedback:

React positively – this shows the giver that you are receptive and is encouraging Listen actively – This helps you to hear the feedback for what it is and not make up

your own interpretations of what is being said Ask for specific examples – this will support you through DERAC and help manage

your emotions Summarise back to check your understanding – also supports you through DERAC Ask questions to clarify: provides you with the information you need to help you

decide what to continue doing or do differently Ask others for their view: helps you check the objectivity of the giver. If other people

are seeing the same behaviour it is easier for you to accept Act on the feedback where appropriate Say thank you: you are not obliged to accept the feedback but you should thank the

giver for their time and desire to help you. Feedback should be seen as a gift. We thank the giver and then decide what to do with it.

Best practice suggests that you should deliver feedback in a ratio of 2 : 1, i.e. 2 motivational to 1 developmental

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THE GROW QUESTIONING MODEL

The GROW model was invented by Sir John Whitmore and is a recognised model for coaching questioning. His book “Coaching for Performancee” is an excellent resource for anyone wanting to learn more about coaching.

The grow model breaks the questioning up into 4 specific parts:

G – Goal: What is the objective or goal?R – Reality: What is the situation right now?O – Options: What are your options for achieving the objective/goal?W – Will: How committed are you to achieving the goal? What will you do to achieve

the goal?

The W of GROW can also be considered as:

What is to be done, by Whom, When and the Will to do it

Here are some examples of questions – these are non-specific and in real-life need to be tailored to the situation:

GOAL:

What is it you really want to achieve?What is your ideal outcome?What are the main reasons that this is important to you?What would success look like for you?What are the personal consequences for you of not achieving your goal?

Note: In a working environment, the goal will often be a common (business) goal e.g. improve call planning, write SMARTer objectives, so there may be little need to ask

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questions about the goal and it may be sufficient to simply agree what it is. The goal could also be the objective an account manager has for a specific meeting.

REALITY:

What is the current situation?How is the current situation helping you or hindering you?How much control do you have over the situation?Who else has control over the situation and how much?What is preventing you from achieving your goal?What, if any, internal obstacles or personal resistance do you have to taking action?What fears do you have?What is the cause of those fears?What specific examples can you give?What have you tried so far?What else have you tried?What resources do you already have? (Skill, time)What success, if any, have you had so far?

OPTIONS:

What ideas do you have about moving this issue forward?What are all the different ways in which you could approach the issue?Make a list of alternativesWhat is your ideal outcome?What would you do if you had more time?Who do you think could help you with this?Who do you think is good at doing this?What do you think that person would do in your position?What are the implications if you do nothing?Who else could help or support you?What would you like me to do?Do you have any other suggestions?Would you like to add a suggestion from me?Which of these options do you think are most likely to work?Which of these solutions appeals to you most or feels best to you?Which would give you most satisfaction?

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WILL:

Which option or options do you choose?To what extent does this meet your objective/all of your objectives?How motivated are you right now to go and do the things we have talked about?What will stop you taking the next step?What can you do about that?Name two things that you are going to do immediately to move things forward?When are you going to do it and how will you know that it is done?What are your criteria and measurements for success?When precisely are you going to start or finish?What could stop you meeting your goal?What will you do to eliminate these external and/or internal factors?Who needs to know what your plans are?What support do you need and from whom?What will you do to obtain that support and when?What is your contingency plan if things do not go as you planned?When can you report back to me?On a scale of 1-10 how motivated are you (where 1 is the lowest)?What prevents this from being a ten?What could you do or alter to bring your commitment level closer to 10?

Note: It is important to get to the will stage of the process, because, often, when you test someone’s commitment, you realise that the will is not there and that either the personal goal they stated is wrong or you may have to modify the common business goal, if applicable, to something they can achieve more easily.

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COACHING FEEDBACK

Coach: Observer:

How did the coach create rapport with the coachee?

Motivational Feedback

Developmental Feedback

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COACHING FEEDBACK

Coach: Observer:

How did the coach create rapport with the coachee?

Motivational Feedback

Developmental Feedback

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COACHING FEEDBACK

Coach: Observer:

How did the coach create rapport with the coachee?

Motivational Feedback

Developmental Feedback

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Personal Reflections

The main ideas I will use at work are….

I could realise more of my potential by ……

As a coach (or a Mentor), I could help others by…..

The thing that has intrigued me most is……

3 things I will try next week are:

o

o

o

Add these to your Action Plan

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Personal Action Plan

Learning Point Goal /Aim / Objective Specific Action /Outcome & or Benefit

Date to be completed

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