1. Coaching for Motivation MGMA - Joplin

2. “Ability is what you’re capable of doing. Motivation determines what you do. Attitude determines how well you do it.” Lou Holtz 2

3. Today’s Learning Objectives  Distinguish the difference among growth coaching, motivational coaching, and performance coaching  Recognize how Emotional Intelligence is helpful in coaching  Understand how to listen attentively and ask open- ended questions 3

4. Behavior that gets noticed… gets repeated! 4

5. 5 What you focus on grows!

6. Definition of a Coach  …to give instruction or advice  What makes a great coach?

7. A Good Coach 7  Knows his/her sport/business – understands the rules of the game  Seeks out new information – continues to learn  Is a motivator – keeps it fun and challenging  Instills discipline in his/her team  Leads by example – walks the walk and talks the talk  Is a good communicator  Is a good listener  Is committed to the profession and to the team

8. Coaches We’ve Known…  We can learn what to do and how to treat people

9. Coaches We’ve Known  We can also learn what not to do and how people should not be treated

10. Remember when… 10 I’m making a difference! People appreciate my gifts. I’m really valued here. Maybe I can do this!

11. Coaching can be learned  “Organizations highly effective at teaching managers to prepare for the coaching relationship were approximately 130% more likely to state they have strong business results.  These same organizations also indicated that they were nearly 33% more effective at engaging employees than ineffective organizations.  Clearly coaching can be taught.” Source: Bersin and Associates, High Impact Performance Management: Maximizing Performance Coaching, November, 2011. 11

12. Three Types of Coaching 1 Coaching for Motivation 2 Coaching for Growth o Coaching co-workers on a continual formal or informal basis 3 Coaching for Performance Improvement 12

13. 13 The Importance of Emotional Intelligence When Coaching

14. 14 The Emotional Bank Account

15. What is Emotional Intelligence (EI)? It is the ability to recognize and manage our emotions and interactions with others to achieve a mutually beneficial outcome. 15

16. IQ versus EQ 16 IQEQ - What’s the difference? IQ measures cognitive abilities, such as The ability to learn The skilled use of reason To think abstractly as measured by objective criteria (such as tests) Mental acuteness Logic and analytical skills Emotional intelligence competencies include but are not limited to Empathy Creativity Coping Stress management Leadership Intra and interpersonal skills Daniel Goleman in his book “Emotional Intelligence: 10th Anniversary Edition; Why It Can Matter More Than IQ”.

17. IQ versus EQ 17

18. Empathy is… The ability to see things through another’s eyes and relate to their feelings and thoughts. Walking in THEIR shoes! 18

19. Power Stress 19 Coaching with compassion is likely to enhance a leaders’ sustainability

20. Three components of compassion 1. Empathy or understanding the feelings of others 2. Caring for the other person 3. Willingness to act in response to the person’s feelings  Source: “Developing Sustainable Leaders through Coaching and Compassion,” Academy of Management Learning and Education, 2006, Vol. 5, No. 1. by Richard Boyatzis, Melvin Smith and Nancy Blaize, M.D. 20

21. Are you…  a Manager?  a Coach? 21

22. 22 Difference between Managing and Coaching

23. “Coaching is about giving people the gifts of your presence, asking questions and listening to them”. Robert Hargrove. Masterful Coaching Field book

24. Three most important coaching skills Overall Rank Employee ResultsTalent Management ResultsBusiness Results 1Listening Actively (43%) Reinforcing Positive Behavior (64%) Reinforcing Positive Behavior (35%) 2Reinforcing Positive Behavior (42%) Listening Actively (63%)Listening Actively (32%) 3Asking Open-ended Questions (41%) Asking Open-ended Questions (56%) Asking Open-ended Questions (31%) 24 Ranked list of the most critical coaching elements to teach, based on the percentage of organizations with strong results that teach that element. (i.e. 35% of organizations with strong business results teach their leaders to reinforce positive behavior.) Source: Bersin and Associates, High Impact Performance Management: Maximizing Performance Coaching, November, 2011.

25. Motivational Feedback Give someone approval for what they are doing as a way of reinforcing that behavior. Also known as:  Recognition  Rewards 25

26. Behavior that gets noticed… gets repeated! 26

27. 27 What you focus on grows!

28. Motivational vs. Deficit Focused Research shows minimum of 3 positive to 1 negative, 5 to 1 ideal, maybe even as many as 11 to 1 positive to negative statements. “ Positive Affect and the Complex Dynamics of Human Flourishing”, Barbara L. Fredrickson and Marcial F. Losada, American Psychological Association, Vol. 60, No. 7, 678-686, (2005) 28

29. Attentive Listening…  Is one of the most important skills of an emotionally intelligent leader  Builds trust  Encourages positive problem-solving  Truly takes practice

30. How Do You Show You’ve Attentively Listened in a Non-Verbal Way? 1.Maintain eye contact 2.Pause or be silent 3.Eliminate distractions 4.Use facial expressions 5.Use body language

31. How Do You Show You’ve Attentively Listened Verbally? 1.Paraphrase by using a confirming statement Example: So you think____. 2.Summarize the key facts Example: What I heard you say was ___ and ___. 3.Ensure your interpretation of what was said is accurate Example: So am I understanding you correctly, that you’d like to____? Or is it more that ____?

32. Difference between Open and Closed Questions OPEN-ENDED QUESTIONSCLOSED QUESTIONS Solicit more than a “yes” or “no” or other one-word response Solicit a “yes” or “no” or other one- word response Aim to get someone to talkAim to limit talking or to control direction of conversation Are useful when you want general information Are useful when you want specific information Common lead-ins are What, How, and Why Example: How did you feel about the outcome? Common lead-ins are Who, Which, Would, Are, Can, Have, Do, Is, Will, and May Example: Were you pleased with the outcome?

33. Probing question are open-ended questions that do not introduce a new topic but allow you to probe further to find out more information. Examples include:  “ How did you arrive at that decision? ”  “ Could you give me an example? ”  “ Why was that? ”  “ Why is that important to you? ”  What was your thought process? Probing Questions

34. Listening and Questioning Skill Practice  Decide on Speaker and questioner/listener  Speaker thinks of a topic passionate about  Round 1 – Attentive Listening  Round 2 - Questioner learns more about topic by asking open-ended and probing questions 34

35. Remember 35

36. Behavior that gets noticed… gets repeated! 36

37. 37 What you focus on grows!

38. “Life is like a ten speed bicycle. Most of us have gears we never use.” Charles Schulz 38