Coaching for Coaching for Optimal PerformanceOptimal Performance

ContentsContents

1. Benefits of Good Coaching

2. Characteristics of Good Coach

3. Elements of Good Coaching Session

4. Communication Skills for Effective Coaching

5. Five Steps of Coaching for Optimal Performance

Benefits of Good CoachingBenefits of Good Coaching

Improve employee performance

Help develop employee’s competence

Help diagnose performance problems

Help correct unsatisfactory performance

Foster productive working relationship

Characteristics of Characteristics of Good CoachGood Coach

Characteristics of Good CoachCharacteristics of Good Coach

Positive

Goal Oriented

Supportive

Focused Observant

Boss vs. CoachBoss vs. Coach

BossBoss

• Talks a lot• Tells• Presume• Seeks control• Orders• Works on• Assign blame• Keeps distant

• Listens a lot• Asks• Explores• Seeks commitment• Challenges• Work with• Takes responsibility• Makes contact

CoachCoach

Elements of Elements of Good Coaching SessionGood Coaching Session

Elements of Good Coaching SessionElements of Good Coaching Session

Establish Establish a purposea purpose

Establish Establish ground ground rulesrules

Keep Keep focusedfocused

Develop Develop dialoguedialogue

Speak Speak clearlyclearly

Discuss one Discuss one specific specific

issueissue

Communication Skills for Communication Skills for Effective CoachingEffective Coaching

Seven Communication Principles for CoachingSeven Communication Principles for Coaching

1. Soften the ‘you’s or change the into “I” to avoid avoid sounding pushysounding pushy

• Instead of : ‘You’ll have to….’, say ‘Could you….’ Or ‘Would you be able to….’

2.2. Focus on the solutionFocus on the solution, not the problem

• Instead of ‘We’re out of milk….’, say ‘We will pop down the shop for some milk’.

3. Turn can’ts into canscan’ts into cans

• Instead of ‘We can’t do that until next week’, say ‘We’ll be able to do that next week’.

4.4. Take responsibilityTake responsibility – don’t lay blame

• Instead of ‘It’s not my fault’, say ‘Here’s what I can do to fix that’.

Seven Communication Principles for CoachingSeven Communication Principles for Coaching

5.5. Say what do you wantSay what do you want, not what you don’t want

• Instead of ‘Don’t drive too fast’, say ‘Drive carefully’

6.6. Focus on the futureFocus on the future, not the past

• Instead of “I’ve told you before not to……, say ‘From now on…….”

7.7. Share informationShare information rather than argue or accuse

• Instead of ‘No, you’re wrong’, say ‘I see it like this….’

Seven Communication Principles for CoachingSeven Communication Principles for Coaching

Gather Good Information with your EARsGather Good Information with your EARs

E E – explore by asking questions

A A – affirm to show you’re listening

RR – reflect your understanding

SS – silence, listen some more

To listen more effectively…..To listen more effectively…..

Attend physicallyAttend physically – the right body language helps us to focus on the speaker and encourages the speaker to give us more information.

Attend mentallyAttend mentally – follow the speaker’s flow of thought, listen to understand, not evaluate; listen first, then assess

Check it verballyCheck it verbally – paraphrase, clarify, probe further, summarize your understanding

Good Habits of Effective ListenersGood Habits of Effective Listeners

• Looking at the speaker in order to observe body language and pick up subtle nuances of speech

• Asking questions

• Giving speakers time to articulate their thoughts

• Letting people finish what they are saying before giving their opinion

• Remaining poised, calm, and emotionally controlled

• Looking alert and interested

• Responding with nods and ‘uh-uhms’

Asking Questions in Coaching SessionAsking Questions in Coaching Session

An effective question is brief

An effective question is focused

An effective question is relevant

An effective question is constructive

Asking Questions in Coaching SessionAsking Questions in Coaching Session

An effective question is

BRIEF

• The longer the question, the more likely you are to louse it up

• Short sentences aren’t just easier to understand, they are also easier to say.

• To keep you question brief, think about two things : 1) what do you want to learn from the answer? 2) what words will best elicit this information?

Asking Questions in Coaching SessionAsking Questions in Coaching Session

An effective question is FOCUSED

• Target a single and a particular aspect of that subject per question

• If you don’t, you may render any answer meaningless

Asking Questions in Coaching SessionAsking Questions in Coaching Session

An effective question is RELEVANT

• Keep you questions on subject and on target

• If an answer strays off the point, tactfully refocus

Asking Questions in Coaching SessionAsking Questions in Coaching Session

An effective question is

CONSTRUCTIVE

• You need to accentuate the positive in your approach to questioning, not because it make you seem nicer, but because your questions will be more effective

Exploring QuestionsExploring Questions

Open Questions

Open questions yield lots of information because they allow a person to explain what is most important or interesting and encourage elaboration.

Probing Questions

Probing questions are those that relate to the topic we want to explore further. They encourage the speaker to flesh out the details.

Closed vs. Open QuestionsClosed vs. Open Questions

When did that happen? What led up to that?

Was your trip successful? What did you manage to accomplish on your trip?

Did you like the candidate? In what ways do you think that candidate meets our need?

Did you have a good meeting? What happened at the meeting?

Some Probing QuestionsSome Probing Questions

• Can you be more specifics?

• Can you give me an example of that?

• What happened then?

• For instance?

• How does this affect you?

• What might cause that, do you think?

• Can you fill me in on the details?

Five Steps for Five Steps for Effective CoachingEffective Coaching

Five Steps of CoachingFive Steps of Coaching

Describe performance issue in a professional manner

Discuss the causes of the problem

Identify and write down possible solutions

Develop specific action plan

Conduct follow up session

Describe Performance IssueDescribe Performance Issue

Describe performance issue a professional manner

• As you describe the problem, be specific. Point out the acceptable levels (quantity or quality) of performance and show the employee exactly where his/her output doesn't meet those levels

• Refer to any available data that will help you indicate to the employee that there is a problem

• It's important to open this discussion in a positive, non-threatening way

Discuss the causes of the problem

• Remain relaxed and friendly

• Gather all the information you can about the problem by asking open-ended questions (general questions beginning with words like "How," "What," "Who," and "When")

• These questions will bring you closer to the source of the problem

Discuss the Causes of the ProblemDiscuss the Causes of the Problem

Discuss the causes of the problem

• You may find it appropriate to ask some specific questions designed to clarify and pinpoint causes

• This is a good time to listen and respond with empathy, since the employee may express concern or frustration over factors which he/she feels cannot be controlled

Discuss the Causes of the ProblemDiscuss the Causes of the Problem

Diagnosing Performance ProblemDiagnosing Performance Problem

Role ExpectationsRole Expectations

Ability (skills and knowledge)Ability (skills and knowledge)

Job DesignJob Design

Work EnvironmentWork Environment

Personal/Motivational ProblemPersonal/Motivational Problem

Most Most performance performance problems are problems are due to one due to one (or more) of (or more) of five factors :five factors :

Diagnosing Performance ProblemDiagnosing Performance Problem

Role Role ExpectationsExpectations

Ability Ability (skills and (skills and

knowledge)knowledge)

• Does the employee know what is expected? Does s/he even know there is a problem?

• Does the employee have the requisite skills, abilities and aptitudes to perform the job? Has s/he received training to do the job?

Diagnosing Performance ProblemDiagnosing Performance Problem

Job DesignJob Design

Work Work EnvironmentEnvironment

• Does the employee have the necessary tools and resources to perform the job? Does the system support good performance?

• Is good performance rewarded ... or punished? Is poor performance rewarded? Is the employee being treated fairly? Do working conditions support good performance?

Diagnosing Performance ProblemDiagnosing Performance Problem

Personal/Personal/Motivational Motivational

ProblemProblem

• Does an issue or a problem exist in the employee's personal life that may contribute to poor performance? Is the employee's attitude or morale preventing the employee from successfully applying his/her skills and abilities?

Identify possible solutions

• After you have identified the likely causes of the performance problem, you will want to decide how to correct it

• The employee is closest to the problem - so ask for his/her ideas and write them down

• This not only enhances the employee's self-esteem, but it provides a written record of possible solutions

• The employee will be more committed to solving the problem if he/she has had a say in the solution

Identify Possible SolutionsIdentify Possible Solutions

Conduct follow up session

• Setting a date to meet again sends a message to the employee that solving the performance problem is important to you

• It also tells the employee that you want to know how well he/she is handling the actions agreed upon

• A follow-up meeting enables you and the employee to get together to discuss any progress or problems and plan further action

Conduct Follow Up SessionConduct Follow Up Session

THANK YOUTHANK YOU