Coaching In the workplace Image courtesy of federico stevanin at FreeDigitalPhotos.net

Objectives for this Session Identify the nature and role of coaching in the workplace through peer discussions Analyse and explore the skills, abilities and behaviours coaching through a range of communication and coaching activities Use a framework to support the process e.g. GROW model Reflect on current practice and plan to implement coaching skills in own work area

Our Vision To include good coaching practice as part of the organisation’s leadership style supporting staff with learning and development in the workplace Encourage staff engagement and empowerment Contribute to organisational effectiveness Within the UK 90% of organisations are using coaching, in some capacity (CIPD, 2009) Image courtesy of anankkml at FreeDigitalPhotos.net

Introductions Spend a few minutes finding out who the person is sitting next to you… …then introduce them to the group.

The Coaching Partnership The keys to forming and maintaining an effective working relationship are Carl Rogers (1961) core conditions Positive Self Regard Unconditional Positive Regard – The coach accepts the coachee as a whole person. Empathy Non-judgemental Congruence Non-possessive warmth It is the coach’s role to build a working relationship with the coachee and the key to enhancing performance is also to maintain it. The keys to forming and maintaining an effective working relationship are Rogers (1961) core conditions. They are based on the assumption that if the relationship fails then coaching fails. These conditions are firmly rooted in person centred counselling. Rogers proposed six core conditions: Positive Self Regard – The coaches belief is that he or she is able to work is able to work within an adult relationship for the good of the client ( I am ok, in Transactional Analysis. • Unconditional Positive Regard – The coach accepts the coachee as a whole person. This is the’ you’re ok’ part of transactional analysis. • Empathy – The ability of the coach to show understanding of the situation – Walking in another person’s shoes. • Non-judgemental – The coach is slow to judge. Judgements are only made about behaviours outside of societal norms. • Congruence – The coach should be honest about how he or she feels. For example if they are angry, they should openly express anger in a way that will help the coachee. • Non-possessive warmth – The coach acts as a guide with the assumption that the coachee is capable of finding their own answers.

What is Coaching? Coaching is about facilitating another person’s learning, development and performance, where the focus is on helping individuals to find their own solutions, develop their own skills and change their own behaviours and attitudes Image courtesy of Master isolated images at FreeDigitalPhotos.net

What Coaching is not Counselling – Coaching is not designed to support individuals in times of crisis or emotional trauma. Mentoring – Coaching does not demonstrate how to approach new situations based on their own knowledge and experience, nor does it give individuals the answers or solutions to their problems. Consulting – Coaching does not analyse an individual’s situation and make recommendations for improvement. Training – Coaching does not fix an agenda for how things should progress nor does it dictate what is covered in each session.

Contrasting Coaching and Mentoring 1. Level of formality More formal Less formal 2. Length of contract Shorter term Longer term 3. Focus More performance-focused More career-focussed 4. Level of sector knowledge More generalist More sector knowledge 5. Training More relationship training More management training 6. Focus Dual Focus Single focus Taken from ‘Excellence in Coaching’ J Passmore et al (2010)

Coaching Mentoring 1. Level of formality More formal: contract or ground rules set, often involving a third party client Less formal: agreement, most typically between two parties 2. Length of contract Shorter term: typically between 4 and 12 meetings over 2 – 12 months Longer term: typically unspecified number of meetings with relationships often running over 3 to 5 years 3. Focus More performance-focused: typically a greater focus on short-term skills and job performance More career focused: typically a concern with longer-term career issues, obtaining the right experience and longer-term thinking 4. Level of sector knowledge More generalist: typically coaches have limited sector knowledge More sector knowledge: typically mentors have knowledge of organisation or business sector 5. Training More relationship training; typically coaches have a background in psychology, psychotherapy or HR More management training: typically mentors have a background in senior management 6. Focus Dual focus: more typically a dual focus on the needs of the individual and the needs of the organisation Single focus: more typically a single focus on the needs of the individual Taken from ‘Excellence in Coaching’ J Passmore et al (2010)

The Coaching Spectrum (Miles Downey cited by Peter Hill 2004) Learning to understand Reflecting Paraphrasing Summarising Asking Questions that raise awareness Making Suggestions Giving Feedback Offering Advice Instructing Telling PUSH Solving someone’s problem for them PULL Helping someone solve his or her own problems NON -DIRECTIVE DIRECTIVE Show Coaching Spectrum and discuss how coaching changes the management style from Hole in the bucket. 11 11

According to research into the time we spend communicating According to research into the time we spend communicating*, we spend 45% listening. *Based on research of: Alder, R., Rosenfeld, L. and Proctor, R. (2001) Interplay: the process of interpersonal communicating (8th ed), Fort Worth, TX: Harcourt  

“Most people do not listen with the intent to understand; they listen with the intent to reply.” Stephen R. Covey 08/11/2018

Questions What do these questions do? “I keep six honest serving men They taught me all I knew … Their names were What and Where and When And Why and How and Who” (Kipling) What do these questions do? find out information from the individual without putting our own views into their heads TED ‘Tell me…’, ‘Explain to me…’, ‘Describe to me…’ Image courtesy of Ambro at FreeDigitalPhotos.net

Four Directions in Questioning Bigger picture Ideas Feelings Action   Histories Consequences Assumptions Sourced from: Hill. P., 2004, Concepts of Coaching ILM, 4edge Limited: London

Coaching models: GROW G oal/aim – where you want to get to R eality – where you are at present O ptions and choices/opportunities W ill – what action(s) will you take GROW model introduced by John Whitmore in his book ‘Coaching for Performance’. The GROW Model - Coaching Training From MindTools.com

Reflection – Learning log What have been the key points for me today? 1. 2. What are my ideas for applying these points in the workplace?

Further details Intranet page – coaching info/books and network of coaches Find a coach? Academi Wales Action Learning Marianne Foster, Organisational Development Officer tel: 01248 682830 marianne.foster@wales.nhs.uk