Coaching introduction
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The document discusses coaching and provides definitions, benefits, principles, and models for coaching. It defines coaching as a collaborative process that facilitates self-directed learning and growth. Some key benefits mentioned are improved performance, relationships, creativity and unlocking a person's potential. It introduces the GROW and BOOST models for goal setting and feedback in coaching. It emphasizes the importance of listening skills, questioning techniques and putting coaching into practice.
Coaching introduction
- 1. *KEY FACTS?* Coaching
- 2. Coaching – What is it? • Defines the verb ‘coach as – tutor, train, give hints to, prime with facts Oxford English Dictionary • A collaborative, solution focussed, results oriented and systematic process in which the coach facilitates the enhancement of work performance, life experience, self-directed learning and personal growth of the coachee. Chrystal • A process that enables learning and development to occur and thus performance to improve Parsloe (1999) • A coach is a collaborative partner who works with the learner to help them achieve goals, solve problems, learn and develop Caplan (2003) • Unlocking a persons potential to maximise their own performance Whitmore (1996)
- 3. Is Is not Good Bad (and down right ugly!)
- 4. What are the Benefits
- 5. Motivates people Improves relationships Increased creativity/learning/knowledge Allows fuller use of individual’s talents/potential Higher organisational performance/productivity Demonstrates commitment to individuals and their development Facilitates the adoption of a new culture/Management style
- 6. Better employee performance Its rewarding Unleashed creativity Agreements upheld more often You don’t have to have all the answers Personal satisfaction to help others develop Shared responsibility frees you up to innovate, focus on building relationships (Can be) fun!
- 7. Developing self-awareness Improves specific skills or behaviour Self-esteem & confidence Greater clarity in roles and objectives Personal Motivation Increased commitment to doing their best Corrects behaviour/performance difficulties More creativity and support for innovative problem-solving Generates improvements in individuals’ performance/targets/goals Increased openness to personal learning and development Helps identify solutions to specific work-related issue Greater ownership and responsibility
- 8. Typically, good coaches will use and follow these principles: •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 •Coaching supports and does not include criticising people •All coaching is completely confidential
- 9. Coaching & Feedback Models GROW BOOST
- 10. GROW model Whitmore (1996) G Goal agree the objective and subject for the session, as well as short and long term R Reality checking to explore the current situation, invite self assessment & reflection, use specific examples O Options - and alternative strategies or courses of action W What - commitment to action: what is to be done, WHEN and by WHOM and the WILL to do it, how will any obstacles be overcome?
- 11. Giving Feedback B Balanced - areas of improvement with strengths that you see O Objective - focus on actual behaviour, not interpretation or underlying motives O Observed- the behaviour needs to be observed by you, not hearsay S Specific - provide examples T Timely - feedback at the most relevant time as soon after the event as possible
- 12. Receiving Feedback • Demonstrate an eagerness to learn about oneself and invite feedback • Remember that even unfairly negative criticism will contain a grain of truth • Listen carefully • Question for clarity or detail • Avoid becoming defensive • Identify the potential for learning • Don’t condemn yourself or let others condemn you • Thank the person for the feedback
- 13. Getting the most from coaching
- 14. Listening Skills ‘We have two ears and just one mouth – so perhaps we should listen twice as much as we talk’
- 15. Levels of Listening • Tune in and Out – Physical distractions – Reactions to speaker – Disinterest • Surface Listening – Selective Listening – Look to confirm what we know – Matching thoughts • Active Listening – Stay connected and focussed – Suspend pre-conceptions / judgements
- 16. Levels of Listening L Look interested (eye contact and body language) I Inviting questions (clarification , probing) S Stay connected to the content (don’t wander) T Test your understanding (summarising and
- 17. So…its easy to listen, right?
- 18. Rules of Engagement In pairs: First person talks on a subject of their choice for 1 minute (hobby, favourite soap, project at work, something you saw on the news, what I did at the weekend, etc) Second person is to LISTEN. Listener may not ask questions, but may make notes. Swap roles.
- 19. Questioning KIPLING KIPLING OPEN PROBING
- 20. Let’s put it into practice!
- 21. Rules of Engagement • Groups of three: • Coach, use GROW and LISTEN • Coachee, take advantage of a new coach! • Observer, provide feedback using BOOST • 5 minutes in each role, and swap until you have tried each This is a safe environment, anything you share here is confidential Make notes if you want to Refer to your handouts – its not a test. Its ok not to be perfect first time – that’s why we practice!
- 22. Hope you have found some useful information today and may all your coaching sessions be fruitful! Thank you.
Editor's Notes
- #3: For many people, coaching is often confused with teaching. Teaching involves one person “telling” another everything they know. It is often associated with lectures, schools, sitting passively soaking up and remembering a lot of facts and figures. Today, this is not coaching. Coaching is about letting the other person, (the coachee) identify his or her own level of performance, to learn for themselves what they can and can’t do. It is about encouraging the coachee to establish his or her own targets and goals. It is about giving them the opportunity and the sounding board to work out the best option for themselves. Some say that the hardest part of coaching is “holding back and not giving the answer, even though you are convinced you have the best solution…”
- #4: Exercise: groups working together to create flip chart with these headers – what are the characteristics of Is/Is Not and experience of Good/Bad (and down right ugly). Answers can include personal experiences, real or hypothetical scenarios. Observe groups for examples to reference through out the day or to relate stories to bring the session to life. Write up answers on flipchart at front of room (or tape to wall) so it remain as a reference point for the training session. This exercise allows delegates to build rapport with each other, gain knowledge, share experiences and tips. Training session leader can gauge the level of understanding and experience in the room.
- #5: So we have talked about what coaching is/is not. What are the benefits of coaching compared with job instruction? Depending on level of experience lead dicussion or tell them what the benefits are (next three slides detail benefits to the organisations, coachee and coach)
- #9: Coaching principles: discussion or ask group to read, comment or add to these.
- #10: Now we have looked at what it is/is not and the benefits, we can try a couple of simple models. Hand out the Coaching Handbook as a reference.
- #11: Why GROW? Easily understood Straightforward to apply Thorough. In addition, once you have an understanding of how it works, it is possible to apply it to an amazing variety of issues in a very effective way. Helps focus on breaking the complex problem into achievable smaller goals
- #12: Why give feedback? Constructive feedback provided skillfully opens the way to a relationship that is built on trust, honesty, and genuine concern, leading to personal learning and growth Constructive and meaningful feedback is: tough on issues – not on people immediate /given at an appropriate time and place specific and not woolly about solutions – not blame not about dumping anger something the receiver can act upon and change of benefit to the receiver and not the giver more often positive than negative Verifiable Boosts confidence Be clear about the positive outcome that you want to achieve and state this outcome and topic to open the discussion State observations, not interpretations Use ‘ I ’ messages Be specific – otherwise you are just providing praise or criticism Avoid "need to" phrases, which send implied messages that something that didn't go well – feedback is feedback, not advice Be direct – get to the point and avoid beating around the bush Be sincere and avoid giving mixed messages – avoid the ‘yes....but’ messages Give the feedback person-to-person, not through messengers of technology Consider tone and body language – remember we communicate more by what we are not saying In real-time – as soon as possible ASAR – as soon as reasonable Location Emotion When you are ready/prepared Frequently – build a feedback culture
- #13: Its not just about GIVING feedback!
- #14: Discuss some the preparations we as coaches should take/consider when entering into a coaching contract / session. Anything to expand on add to this list? Real life examples / stories are helpful to bring these to life. Personal to the training leader are best as they are genuine and give credibility.
- #15: The most important skill a coach can have!!
- #17: What are they really tying to tell me? Inferences are essential to both written and spoken communication. People may hint at what they mean, and mean much more than they actually seem to say. On the other hand, we can see the danger (and temptation) of assuming facts or interpretations for which evidence is not present is open to many possible interpretations.
- #18: Exercise in pairs to demonstrate the challenges faced when actively listening.
- #20: Reminder of what type of questions to use in the coaching listening exercise. Describe the type of questions each of these categories cover. Delegates can refer to the Coaching Handbook which has examples of questions for those not experienced in using questioning techniques.
- #22: At the end of exercise, bring the group back together. Ask the room for their observations on the exercise, learning points, what they did / did not enjoy. Write up on flipchart. These can be typed up and issued with PDF slides after session as notes from the day. Ask the group to consider, From today what will you be doing differently tomorrow in your coaching relationships?
- #23: This has been an introduction to coaching and a few models to use. As you develop as a coach its worth considering further skills in NLP, understanding behaviours and motivation and having a coach of your own! Coaching is not just about getting people through a process; its about supporting people appropriately to find answers and develop personally and professionally.