1 Coaching for Improved Performance United Nations - OHRM

2 Agenda Check-in, Introduction, Review Purpose What is Coaching? Who is a Coach? - Qualities When to Coach? Why Coach? - Benefits Principles of Coaching Review and Practice of Coaching Skills Active Listening Observable Data

3 Agenda Analyzing Performance Issues Acknowledging/Affirming Suspending Judgment Deepening the Learning with Effective Questions Supporting Ownership/Managing Resistance Agreeing on Behaviors/Action Steps Coaching Practice Check-out

4 Coaching “ Coaching is an interpersonal process that assists people in coming to their own conclusions about the best way to enhance their learning, performance and motivation”

5 Coaching Wheel

6 The Directive Boss The directive boss: Directs the individual by giving advice, instruction, and telling the other employee what to do

7 The Coach The coach: Assumes the individual can discover his or her own answers, will learn and be most committed by doing such; Does not give answers, but asks useful questions and probes to facilitate, build awareness and support learning; Actively listens and encourages; Believes in teaching an individual to fish rather than feeding the individual; and Understands that while coaching may take longer than being directive, it is likely to have longer lasting effects because it more effectively engages the individual in the performance improvement process.

8 W OW N OW H OW The Current Situation The Action Plan The Goal POW BOW VOW The Road to “WOW”

9 Preparation for the Coaching Conversation Clarify your expectations Collect information if necessary, such as observing the individual's performance, his or her behavior in team settings, etc. Consider the individual's needs and behavioural style Evaluate whether it is worth your time to coach on the issue. Is it something the individual can change? Are they willing? Be open-minded.

10 The Road to WOW NOW Clarify the current situation - Where are we now? What needs to change? WOW The Realized Goal or Vision HOW The goal is to find common ground around possible next steps VOW Make a commitment and agree on behaviours and actions POW Reflect – Remove obstacles and increase supports BOW Acknowledge person and recognize progress

11 Coaching Skills Active listening OASIS Providing positive feedback Analyzing Possible Causes of Performance Issues Suspending Judgment/Being Curious Effective questioning (i.e., probing) Supporting Ownership of Challenge/Managing Resistance Agreeing on behaviors and action steps

12 Active Listening Attending Paraphrasing/Repeating Empathetic Listening Clarifying/Probing

13 Active Listening Skills Attending Skills Lean slightly forward with your upper body Maintain eye contact Speak in a warm, natural voice Use encouragers

14 Active Listening Skills Paraphrasing/Repeating Summarizing and/or restating in your own word the thought expressed by the other. Some common stems to begin paraphrasing are: “So what you’re saying is…” “It sounds like…” Some common ends to paraphrasing are: “Is that right…” “Did I understand you correctly…”

15 Active Listening Skills Reflection of Feeling/Empathizing “Putting yourself in the other person’s shoes.” Use the person’s name in the sentence or use the pronoun “you.” Label the emotion. Mention the context. Check for accuracy (occasionally).

16 Active Listening Skills Clarifying Questions or Statements Clarifying questions or statements aim at getting a clearer sense of the other’s point of view. Some examples of how to start these include: “Do you mean…?” “Could you explain…?”

17 OASIS O Observable Data A Assumptions & Feelings S Suspend Judgment & Inquire I Identify Common Ground & Shared Purpose S Select Behavior ?

18 Performance Planning Tool Current Situation/Need for Change Is it important, worth your effort? Is the person in a position to change Does the person understand the performance need and what should be done? Yes Don’t waste your time; ignore it, or address in a different way No Provide feedback with observable data and focus on clarifying goals and on desired results Understanding

19 Performance Planning Tool Want to Does the person want to make the change? No Support motivation and work with resistance If necessary change consequences that follow performance Does the person know how to make the change or are they able to do it? Could the person change if they wanted to? Are there barriers/obstacles in the way of achieving goals? Agree on action plan and goals. Follow-up with feedback and coaching Yes Able to Supported to Yes No Yes Provide training, coaching and practice. If still not able, change job requirements or transfer Remove barriers and provide support

20 Coaching Characteristics Patience Self-awareness Attentiveness Credibility Perceptiveness Knowledge

21 Coaching Behavioral Styles Be warm and sincere Be interested in them Be well- prepared Be efficient

22 Summary of Behavioral Characteristics Dove Slow at taking action and making decisions Likes close, personal relationships Dislikes interpersonal conflict Supports and “actively” listens to others Weak at goal setting and self-direction Excellent ability to gain support from others Works slowly and cohesively with others Seeks security and belongingness Good counseling skills

23 Summary of Behavioral Characteristics Peacock Spontaneous actions and decisions Likes involvement Dislikes being alone Exaggerates and generalizes Tends to dream and engages others Jumps from one activity to another Works quickly and excitedly with others Seeks esteem and acknowledgement Good persuasive skills

24 Summary of Behavioral Characteristics Owl Cautious actions and decisions Likes organization and structure Dislikes involvement Asks many questions about specific details Prefers objective, task-oriented, intellectual work environment Wants to be right, relies on data collection Works slowly and precisely alone Good problem solving skills

25 Summary of Behavioral Characteristics Eagle Decisive actions and decisions Likes control, dislikes inaction Prefers maximum freedom to manage self and others Cool, independent, and competitive Low tolerance for for feelings, attitudes, and advice of others Works quickly and impressively alone Good administrative skills

26 Contributions of Styles Controlling Direct Indirect Dove Dependable and loyal to team Works for leader and cause Good listener Patient and empathetic Reconciler, calming Peacock High energy Creative imagination Initiates relationships Encourages others Owl Objective, reality based Conscientious and steady Maintains standards Gathers, clarifies information Comprehensive worker Eagle Task oriented Results person Self-motivated Competitive spirit Fast decision maker Supporting

27 General Strategies by Behavioural Types In Relationships With Doves:  Support their feelings by showing personal interest  Assume that they'll take everything personally  When you disagree, discuss personal feelings  Allow them time to trust you Move along in an informal, slow manner  Show that you are "actively" listening  Provide guarantees and personal assurances that any actions will involve a minimum of risk  Above all, be warm and sincere.

28 General Strategies by Behavioural Types In Relationships With Peacocks: Support their opinions, ideas and dreams Don't hurry the discussion Try not to argue - you seldom can win Agree on the specifics of any agreement Summarize in writing who is to do what, where, when Be entertaining and fast moving Use testimonials and incentives to positively affect decisions Above all, be interested in them.

29 General Strategies by Behavioural Types In Relationships With Owls: Support their organized, thoughtful approach Demonstrate through actions rather than words Be systematic, exact, organized, and prepared List advantages and disadvantages of any plan Provide solid, tangible, factual evidence Provide guarantees that actions can't backfire Above all, be thorough and well prepared.

30 General Strategies by Behavioural Types In Relationships With Eagles: Support their goals and objectives Keep your relationship business-like  If you disagree, argue facts-not personal feelings Recognize their ideas - not them personally To influence decisions, provide alternative actions with brief supporting analysis Be precise, efficient, and well organized Above all, be efficient and competent.

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32 Effective Questioning Effective Questions… are open-ended ask “what or how” instead of “why” help people to learn through the process of answering are “you-oriented” give answerers credit for knowing the answers whether they do or not help managers/supervisors to become effective listeners

33 Resistance is the mobilization of energy in the face of a perceived or real threat.

34 Thank You!