1. Coach as Motivator COS 4850

2. Motivator’s Role Help the person you are coaching see the bridge between: Help the person you are coaching see the bridge between: –What they value and desire and… –The task or role for which they are responsible Encourage belief in their ability to be successful. Encourage belief in their ability to be successful. Align their level of confidence with their abilities. Align their level of confidence with their abilities.

3. Value Awareness Most people know what is important to them, what they value and desire. Most people know what is important to them, what they value and desire. However, people tend to think of all of their important values as equal, making it hard to make rational trade-offs between values. However, people tend to think of all of their important values as equal, making it hard to make rational trade-offs between values. Increased awareness of personal values and their priority of importance leads to greater motivation and more rewarding decisions and behaviors. Increased awareness of personal values and their priority of importance leads to greater motivation and more rewarding decisions and behaviors.

4. Value Trade-offs You are preparing to leave the office for your seven-year-old daughter’s championship soccer game when one your most important (and lucrative) clients calls. There is an emergency situation and they need you to work with them for a couple of hours. No on else at the office can meet the client’s needs. You are preparing to leave the office for your seven-year-old daughter’s championship soccer game when one your most important (and lucrative) clients calls. There is an emergency situation and they need you to work with them for a couple of hours. No on else at the office can meet the client’s needs. What do you do? What do you do?

5. Value Trade-offs As you are checking your bills one day you realize that a $500 credit card charge from several months ago was never billed to you. As you are checking your bills one day you realize that a $500 credit card charge from several months ago was never billed to you. Do you try to rectify the error? Do you try to rectify the error?

6. Confidence Optimum results are achieved when ability and confidence are realistically viewed. Optimum results are achieved when ability and confidence are realistically viewed. Lack of confidence requires encouraging behaviors. Lack of confidence requires encouraging behaviors. Over-confidence requires aligning behaviors. Over-confidence requires aligning behaviors.

7. Encouraging Behaviors Recognizing accomplishments, even “small” ones. Recognizing accomplishments, even “small” ones. Appreciating efforts. Appreciating efforts. Offering support and assistance. Offering support and assistance. Being sympathetic to perceived challenges the person is facing. Being sympathetic to perceived challenges the person is facing. Validating current levels of accomplishment while advocating greater achievement. Validating current levels of accomplishment while advocating greater achievement. Reinforcing the importance of the task/role. Reinforcing the importance of the task/role. Smiling. Smiling.

8. Aligning Behaviors Providing specific, timely observations on performance and effectiveness. Providing specific, timely observations on performance and effectiveness. Inquiring about the source of their perceived expertise, knowledge, or experience. Inquiring about the source of their perceived expertise, knowledge, or experience. Identifying potential challenges, pitfalls and unforeseen consequences. Identifying potential challenges, pitfalls and unforeseen consequences.

9. COMMITTING TO THE PLAN COMMIT IN SOME REAL, PHYSICAL WAY. COMMIT IN SOME REAL, PHYSICAL WAY. –CROSS A LINE IN THE SAND –WRITE SOMETHING AND SIGN IT –READ ALOUD AND MAKE SYMBOLIC GESTURE, MOVEMENT –WHATEVER WORKS FOR THE PERSON

10. CHAMPIONING Stand up for the person when they doubt their abilities. Not empty cheerleading. Point out what is true »Abilities »Strengths »Resources »Past achievements

11. CHAMPIONING “You have shown over and over how you can be caring and firm. You can do it again.” “You have shown over and over how you can be caring and firm. You can do it again.” “You have practiced these skills for a long time. And you can use them to accomplish what you want in your work now.” “You have practiced these skills for a long time. And you can use them to accomplish what you want in your work now.”

12. ACKNOWLEDGMENT ADDRESSES WHO THE PERSON IS, NOT WHAT THEY DO. ADDRESSES WHO THE PERSON IS, NOT WHAT THEY DO. NOT A COMPLIMENT NOT A COMPLIMENT

13. ACKNOWLEDGMENT TWO PARTS OF ACKNOWLEDGEMENT delivering the acknowledgement making sure it lands and is heard

14. ACKNOWLEDGMENT “You did a great job with that report. It was thorough and clear.” “You did a great job with that report. It was thorough and clear.” “When you spoke up in that meeting your capacity for honesty really showed up.” “When you spoke up in that meeting your capacity for honesty really showed up.” “The deep compassion you have for people really will be experienced even when you say hard things they don’t want to hear.” “The deep compassion you have for people really will be experienced even when you say hard things they don’t want to hear.”

15. STRUCTURES Anything that reminds the person to be in action is a structure Anything that reminds the person to be in action is a structure –Post-its on phone, mirror, door –Writing in planner –Finding a partner –Empty chair or picture frame –Rubber band on wrist –Stuffed toy on desk –Counting and recording on paper

16. ACCOUNTABILITY Not “nagging” Not “nagging” Not a checklist Not a checklist Accountability is about feedback Accountability is about feedback Accountability is about learning Accountability is about learning

17. ACCOUNTABILITY WHAT ARE YOU GOING TO DO? WHAT ARE YOU GOING TO DO? WHEN WILL YOU DO IT? WHEN WILL YOU DO IT? HOW WILL I KNOW? HOW WILL I KNOW?