1. DEVELOPING LEADERS Tuesday

2. Check-In Reflect on your own Coaching Experiences. Share one thought about your own leadership development with respect to coaching and what action you would like to take. Do you have any apprehensions about the action? What support do you wish to ask for?

3. Coaching for Performance From the fool's gold mouthpiece The hollow horn plays wasted words Proves to warn That he not busy being born Is busy dying. Its Alright Ma (I’m Only Bleeding) Bob Dylan

4. Learning Objectives The Business Case for Coaching Understanding the Coaching process Develop Coaching Skills Communication Collaboration Commitment Honest Conversation

5. Leadership Challenge The World Today …. Cynical Connected Fragmented New Social Contract People are Searching for Meaning At work, Action Plans needed to … Refocus Attitudes Individual Growth (Meaning) Connecting (SONG) Coaching for Performance

6. What is Coaching? A helping relationship between a: Client and External Coach Subordinate and Superior Coach The Coach uses a variety of methods to help the client or subordinate achieve a mutually identified set of goals to improve professional performance and personal satisfaction. “Individual development with organizational benefits”

7. Types of Coaches Prescriptive Coach - the coach directs, controls, and prescribes the behavior of the employee Tells, judges, controls, directs Environmentalist Coach - the coach prepares an environment where good things happen by encouraging and motivating employees to learn, to test assumptions, to understand patterns and develop relationships among people, organizations, and events Strengthens, teaches, develops, supports, removes obstacles

8. To use Coaching … - these beliefs need to be held Coach – facilitator of learning Learning Process Employee / Learner My role is to facilitate learning and development I have skills, experiences and capabilities that I can apply to learning Learning is important, ongoing and shared I care enough to help my employees learn

9. Beliefs that need to be held… Coach – facilitator of learning Learning Process Employee / Learner I believe the best learning occurs when: Caring and trusting relationships exist It is integrated with work There is two-way feedback Learners are encouraged to learn for themselves

10. Beliefs that need to be held … Coach – facilitator of learning Learning Process Employee / Learner I believe learners: Are capable of learning Must be willing to learn Need to understand how their work relates to the larger organization – the why’s Need a solid information base

11. Who to Coach? If they have Potential 1) Coach If they make Mistakes – Can they Learn? 2) Yes - Coach 3) No, but few mistakes – Watch / Be alert to their actions 4) No, and many mistakes – Let them find their true calling

12. Who to Coach? Entrenched Behavior Problems High Low High 1 2 3 4 Assess Behaviour

13. Workwork (When you get to Work) Assess your workforce Who are the 1, 2, 3, 4s? Get others to make assessments too Gain Agreement Start the Coaching Process

14. What Constituents Say Coaches must be / do Honest – offers straight Feedback Good Listener Offers Ideas Sets Clear Objectives Open Agenda Available

15. Coaching Review Forty things every manager should know about coaching: John O. Burdett. 1. Coaching is, exclusively, a process focusing on enhanced performance. 2. The (essential) tools the coach has to work with are: trust, mutual respect, a sense of common purpose, integrity, openness, and honesty. 3. Any durable coaching process must contain three elements: managing expectations (the game plan), monitoring performance (watching the play), and giving feedback (time out).

16. Coaching Skills Communication Asking Question Listening for the answers Giving Feedback Collaboration Develop cooperative goals Seek integrative solutions Build trusting relationships Gaining Commitment Make constituents feel powerful Connecting performance to rewards Strengthening others

17. Asking Questions Grand-tour questions – open ended These questions allow the respondent to tell you what is happening from their perspective “How are things going with the ‘Thompson’ case?” Probing questions – dig deeper Keep asking questions until there is understanding on both your parts “So, Thompson is telling us to work closer with her?” Planned Prompts – specific questions If a specific topic you want to discuss does not come up – ask about it specifically “Have you checked on what Jackson is doing?”

18. Coaching is About Listening Active Listening Exercise Groups of three Speaker, Listener, Discussant Speaker discuss anything of interest Listener listens using effective listening techniques Following, feedback is given to listener by the Discussant Rotate roles Speaker Active Listener Discussant Communication

19. Active Listening... Bridging - yes, go on… nodding Restating - So what you are saying is that AU is the best MBA program in the world. Paraphrasing - So, one reasons is because AU allows you to work on your schedule. Inviting clarification - Could you expand a little more on your point that through AU you have met many great people? Communication

20. Topics – anything you want Something about life in the Canada A Piece of History A difficult employee Sports – how about those … ? A pet-peeve The Future Life in general Communication

21. Which one were you most effective at using? Bridging - yes, go on… nodding Restating - So what you mean by that is that Niagara is the best place in the world. Paraphrasing - So, one of the reasons is that we are close to TO and Buffalo. Inviting clarification - Could you expand a little more on your point that Niagara is the best place to live? Other … Reflect feelings - give a person feedback on the emotions they are expressing – You sound excited about this possibility Give emotional support – Oh, poor you. Communication

22. Giving Feedback Specific Descriptive Provide PEP Praise, Evaluation, Praise Own and Employees View Direct it towards Behavior that can be changed Well timed Clearly understood Commitment to Change (if needed) Communication

23. II Collaboration Secrets Develop cooperative goals Voice / Input SMART goals (Specific, Measurable, Attainable, Referred to, Time) Seek integrative solutions WIN … Mary Parker Follett Build trusting relationships vulnerable willingly cooperative difficult to develop / enforce Competent, Consistent, Caring, Candid, Character Collaboration

24. Misplaced Trust In your groups of three – highlight a time when your trust was broken. Was the problem covered by one of Bennis’ trust secrets? Could the trust be reestablished? How?

25. The Apology Debate ‘‘If you have behaved badly, repent, make what amends you can and address yourself to the task of behaving better next time.’’ – Aldous Huxley ‘‘No sensible person ever made an apology.’’ – Ralph Waldo Emerson.

26. Huxley (Tucker et al. 2006) A leader’s apology for a transgression will enhance follower perceptions of their transformational leadership for two reasons. First, when individuals perceive their leader is fair based on the way he or she behaves (e.g., apologizing), they are likely to believe their leader engages in those behaviors willingly. Second, leaders who apologize will be seen as doing so because they care for the individual and the relationship.

27. Reflection Point Have you heard a good apology lately? Did it work? LLL

28. Coaching Skills Communication Asking Question Listening for the answers Giving Feedback Collaboration Develop cooperative goals Seek integrative solutions Build trusting relationships Gaining Commitment Make constituents feel powerful Connecting performance to rewards Strengthening others

29. Make constituents feel powerful Provide Choice Develop Competence Assign Critical Tasks Offer Visible Support And again - Provide PEP Praise, Evaluation, Praise Commitment Transformational leadership

30. Skill Development Opportunity to Coach Pat calls Chris into his/her office to discuss a challenge – Chris has not been performing well lately. His/her sales have leveled off. Pat is confident that Chris can do better. Chris feels that Pat is unappreciative of the substantial progress s/he has made. Before assuming the roles imagine how you would feel in such a circumstance - plan your thoughts and then play the role.

31. Review Focus on Learning – Changing Behaviors & Attitudes Roles: Counselor, Adviser, Mentor, Facilitator How: Communicate – Question, Listen, Feedback Collaborate – Input, shared Goals, focus on Gains, WWW, Trust Commitment – Reward, Strengthen, Feel Powerful (Choice, Develop Competencies, Critical Tasks, Support)

32. Let’s Chat Pat - what techniques did you use? Chris - what techniques did you use?

33. Skill Development Opportunity to Coach Chris calls Pat into his/her office to discuss a challenge – Pat has been performing well lately – met annual goals already. Chris wants to re-set the goals for the last month of the year. Pat feels that Chris is pushing too hard. Before assuming the roles imagine how you would feel in such a circumstance - plan your thoughts and then play the role.

34. Let’s Chat Pat - what techniques did you use? Chris - what techniques did you use?

35. CPI 260

36. CPI and Coaching

37. Storytelling Have you heard a good story about Lollipops lately? Lollipops As we watch and listen, find three insights on how to tell a story.

38. Language of leadership Jay Conger How things are framed makes a difference Focus on intrinsically appealing goals and values Accent the positive Highlight the significance of the project Who are the key antagonists Highlight why it will succeed Use analogies, stories, metaphors to make your point Allow your own emotions to surface when you speak

39. Dr. King Let’s read (out loud) the “I have a Dream” speech Then deconstruct it

40. Story Telling Secrets Find a Story Tell it Re-tell it

41. Story Telling Secrets Find a Story 1. Break down the story into an outline of events 2. Write out the story in your own words (or draw it if you prefer as a storyboard) 3. Tell your self the story by looking at your notes (repeat, repeat, repeat) 4. Think about the story – are there parts that really do not need to be there – cross them off 5. Tell your self the story by looking at your notes (repeat, repeat, repeat) 6. Tell a friend (no notes or storyboard) 7. As you get more confident – add emotions to the tale including your own ….THEN TELL YOUR STORY

43. Is this argument RSA? My friend and I are starting a new company and we want to become rich. A study has found that tall people make more money than shorter people. To save money in our organization, we have decided to hire only people who are shorter than average height.

44. Leadership Insight Who is on your “Board”? Find three guides.

45. Final Thoughts Coaching Listening Skills CPI 260 (Know Thyself) Tell a Story Tonight Tomorrow