1. Coaching for Performance 3

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Purpose
The aim is to help you to establish a more powerful way of bringing the best out of:
Yourself
Individual Staff
Teams
Students
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Your Learning From Sessions 1 & 2
What we have covered so far?
Coaching rationale
Where you can use coaching
Coaching v mentoring
Qualities/attitudes/skills needed
Code of practice
Leader as coach – VEGA
Coaching Dance
Questions
Listening
Feedback
GROW Model
Unwrapping GROW
Goal Setting (3 levels)
Difficult Conversations
Practice
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Shortest Psychometric Analysis
Do you prefer to be in control and make all the decisions or are you happy to let others make them?
Do you like the limelight, enjoy talking and like to verbally persuade people to your way of thinking or do you prefer to stay in the background and talk only when you have something to say?
Do you prefer to do one thing at a time and do a thorough job or do you get easily bored and prefer to quickly move from one task to another (or try and do multiple tasks at once)?
Do you prefer to work within a framework and do things by the rules or are you happy to break the rules and do things any way you can to get the outcome you want?
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Shortest Psychometric Analysis
D I S C
D I S C
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Shortest Psychometric Analysis
D I S C
D I S C
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Understanding Others
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Understanding Others
High D
High I
High S
High C
Driving
Competitive
Forceful
Direct
Inquisitive
Self Starter
Assertive
Influential
Persuasive
Friendly
Verbal
Communicative
Positive
Dependable
Deliberate
Amiable
Persistent
Good Listener
Kind
Compliant
Careful
Systematic
Logical
Precise
Accurate
Perfectionist
Low D
Low I
Low S
Low C
Mild Mannered
Low Decision Need
Non Demanding
Accommodating
Hesitant (unless in area of expertise)
Stands back and doesn’t rush decisions
Reserved
Reflective
Suspicious
Self-conscious
Probing
Serious
Goes on facts or figures not feelings
Mobile
Alert
Active
Restless
Demonstrative
Likes to juggle lots of balls at the same time
Firm
Stubborn
Strong Willed
Independent
Likes to do things their own way
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Coaching Practice
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Key Learning - Recap
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11. (self-responsibility)
Coaching Competencies
Quality
Unaware
Awareness
Competence
Excellence
Reflection
Self- learning
Does not reflect on actions and is unaware of the impact their actions may have
Aware of the use of reflection as a tool to develop skills/learning, however does not actively use it
Uses reflection to develop their own skills and learning
Reflects during sessions and actively uses reflection to develop their own skills/learning EQ
(self-responsibility)
Unable to control own emotions
Unaware of negative effects of their words, attitudes and behaviour
Aware that they could manage emotions better, recognising that other people’s feelings are important
Adequate level of awareness of own and other’s feelings
Manages own emotions reasonably well
Manage personal emotions well
Very aware and sensitive of the reactions of mentee
Build rapport
Lack of EQ, lacks ability to read body language (e.g. poor or no eye contact), poor of relationship, inappropriate humour, sarcastic criticism
Reads body language and good eye contact, spends time building relationship,
At ease building relationships, looks for signs of coachees disposition through body language. appropriate use of humour
Demonstrates high levels of empathetic listening, engages and influences coachee by positive attitude
Positive
Is negative and unaware of the impact of their approach
Is aware of the need to be positive, however can slip into being negative
Asks positive questions and is aware of the impact of their approach
Has a positive influence on the mentee and uses this to good effect
Open-minded
Does not listen, is quick to jump to conclusions and does not work on the mentees agenda. Judgmental
Is aware of the need to listen, and not judge, however has a tendency to offer solutions
Listens to all options and asks questions to explore solutions
Will always listen.
Non-judgmental
Trustworthy
Does not see the need to build a positive relationship and is unaware of the importance of confidentiality
Aware of the need to build a relationship to gain trust, finds this difficult. Is confidential
Is able to build trust by developing a positive relationship. Is confidential
Is able to build rapport and a positive relationship with the mentee to build trust. Is very aware of the need for confidentiality
Enthusiastic
Closed body language, , apparent lack of interest, time watching
Aware of need to be interested but not always able to be interested and enthusiastic
Attentive, genuinely interested
Infectious enthusiasm and genuine interest in the mentee
Will to give time
Unaware of the need to allocate time to coaching
Aware that time is needed for coaching however it remains a low priority.
Sets time aside on a regular basis to coach staff as well as coaching in the moment
Time given to coaching as an on-going priority. Staff recognise that time is given for their development.
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Maintaining Your Coaching
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Coaching Trends
Focus on return on investment - individual and organisational benefit
Delivers a shift in performance and not just insight and good intentions
Internal coaching communities
Line Manager as coach – or rather using coaching skills
Creating a coaching culture
Coaching supervision or framework for sustainability - competences
Growth in team coaching
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Team Coaching
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Coaching - Sustainability
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Coaching Culture
Vision and Values
Coaching Circle (s)
Agreed behaviours
Systems & processes
Supervision
Parents
Recruitment
Performance Management
Students
Rewards & Recognition
Staff
Leadership Team
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Start with Why
People naturally communicate from the outside-in; they typically go from what is easiest to understand
to what is hardest to understand and explain. They tell people What they do, tell them How they are
different or better, and then they expect a behavior like a purchase, a vote or support.
Here is how most organizations market and communicate:
What: “Here is our law firm.”
How: “We have the industry’s most intelligent
lawyers, who graduated from the world’s top schools. Have you seen our client list? Only from the Fortune 500! And, check out our offices – they are absolutely pristine.”
Behavior: “Come do business with our law firm!”
The problem is that What and How do not inspire action. Facts and figures make rational sense, but people do not make decisions purely based on facts and figures. Starting with What is what commodities do. Starting with Why is what leaders do.
Leaders inspire.
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Leaders and organizations with the capacity to inspire all think, act and communicate from the inside-out. They start with their Why. When they communicate their purpose or cause first, they communicate in a way that drives decision-making and behavior.
It literally taps the part of the brain that influences behavior.
Here’s an example with the same law firm, starting with their Why:
Why: “We believe in servicing the needs of others
so that they can focus on the difference
they need to make.“
How: “We do so by bringing on some of the most intelligent legal professionals who graduated from the world’s top schools. We work with top performing organizations, most of which are on the Fortune 500 list, so that we can help them make a larger difference in the world. And, we like to go above and beyond, so we have built pristine offices.”
What: “We are a world-class law firm.
Come see for yourself.”
If the people at this firm actually believe in their Why and think, act and communicate starting with their Why, they will attract people who believe what they believe and who want to be a part of their cause.
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Effective Meetings
Why have meetings?
Why are so many meetings unproductive?
What might you do to have less meetings and make sure the ones you do have are always productive?
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Effective Meetings
Contract - clear agreement on what you as a group want to achieve from the meeting. What will success look like? And did you get there?
Listen – Get all the issues and challenges into the open. Make sure all perspectives, hopes, and fears are heard before moving forward.
Explore - Team dialogue is generated that produces genuine critical thinking. Make sure you are considering new options, not just rubber stamping old ways of doing things.
Act - Agree what action is to be taken and make sure the group is committed. Agree who will do what, by when and what kind of support might be needed.
Review - Finish with a recap and appreciation of what worked and went well and what could be improved next time.
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Coaching - Culture
What are your action steps?
What will get in the way?
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Thank You
Mark Solomons
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