coaching-for-performance-1193876980574806-2.ppt

7/30/2019 coaching-for-performance-1193876980574806-2.ppt

1/19

Rob Straby, 2006-2007

Coaching for Performance:The Ultimate Way to Learn!

Presented by Rob Strabywww.LifeWorks-By-Design.com

[email protected](519) 846-1056


2/19

Agenda

Learning goals

What are yourexperiences?

The foundation ofperformance coaching

The coaching process

AdaptationsPractice session

Summary


3/19

Learning Goals

To introduce you to aproactive performance

development modelTo provide anorientation to learningthrough self-assessment

To encourage a self-directed learningorientation


4/19

What Are Your Experiences?

Identify a leader, teacher or peer whohas inspired or helped you.

What are the kinds of things they didand the behaviours they exhibited?

Write down what it was about that

person that inspired or helped you.Share your results with a partner.


5/19

What Everybody Knows

1. Learning &development

2. Challenging work3. Work-personal

balance

4. Quality relationship

with their leader5. $$$ matters when the

above are not met!


6/19

What Are The Risks?

Learning on-the-jobis critically important

Prevents loss ofknowledge

Increasessatisfaction & cross-

functional capability


7/19

The Foundation To The Process

Non-judgmentalobserving

Descriptivelanguage use

Self-initiation


8/19

Descriptive Language Use

What are thecharacteristics of

a great teamplayer?

What are the

characteristics ofa poor teamplayer?


9/19

Coaching Process

1.Pre-Observation

2.Observation3.Post-Observation


10/19

Pre-Observation

The learner asks to be observed

The learner informs the coach of the

intent of the activity and, if desired,specific areas for the coach to observe

The coach can assist the learner to

identify the specific outcome


11/19

Observation

The learner carriesout the activity with

the coach makingdetailed writtenobservations


12/19

Sample Observation NotesInvites the individual to outline their concerns

Uses paraphrasing & open-ended questions

Invites individual to suggest solutions

Paraphrases solutions offeredOffers two additional solutions

Raises their voice when the person frownswith second solution

Voice returns to quiet tone

Reaches agreement on course of action

Identifies areas of mutual responsibility

Reaches agreement on dates for all actions


13/19

Post-Observation

The learner undergoes self-analysis,describing things that went well and thingsthey would reconsider - the coach records the

self-analysisThe learner asks for the coachs observations,discussing these notes as they are reviewed

The learner requests general statements from

the coach, whereby the coach reviews theareas of expertise and points forconsideration

If the learner requests, the coach and learner

discuss plans for further development


14/19

Adaptation Of The Process

What if I have tocoach a peer /learner onsomething I havenot observed?


15/19

Adapting the Process

The key is to identify the core behaviours

The coach drills into the details of the process

It is important that the coach help the learnerwalk through the activity

The standard way of debriefing a process isto have the learner describe it in

chronological orderHowever, greater detail can be achieved ifthe learner is facilitated through the sequenceof events in reverse chronological order


16/19

Understanding the Adaptation

The coach's role isto facilitate adebriefing process

The learner shouldbe conducting theirown self-assessment

with the support ofthe coach


17/19

Practice Session

Please find a partner

One will be the coach,the other the learner

The learner is toidentify a previousperformance / action

and the coach is toguide them through adebrief process


18/19

Summary & Questions

Self-initiation

Self-assessment

Proactive


19/19

For More Information:

Rob Straby

LifeWorksBy Design

Box 615, Elora, Ontario N0B 1S0

(519) 846-1056

[email protected]

coaching-for-performance-1193876980574806-2.ppt

Documents