coaching & mentoring 10 h
TRANSCRIPT
Coaching & Mentoring
Private property do not duplicate with out authorization
Prepared & Presented By
Dr. Hesham Hemaya
Training time table
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Day 1
Defining Coaching and Mentoring
•What is coaching?
•What is Mentoring?
•Introducing the GROW model
Day 2
Setting Goals
Setting goals in the context of GROW
Identifying Appropriate Goal Area
Setting Smart Goals
Day 3
Understanding the Reality
Getting a Picture of Where you are
Identifying Obstacles
Exploring the Past
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Day 4
Developing Options
Identifying Paths
Choosing your Final Approach
Structuring a Plan
Day 5
Setting Goals
Setting goals in the context of GROW
Identifying Appropriate Goal Area
Setting Smart Goals
Day 6
Wrapping it all UP
Creating the Final Plan
Identifying the First Step
Getting Motivated
Day 7
The Importance of Trust
What is Trust?
Trust and Coaching
Building Trust
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Day 8
Providing Feedback
The Feedback Sandwich
Providing Constructive Criticism
Encouraging Growth and Development
Day 9
Overcoming Roadblocks
Common Obstacles
Revaluating Goals
Focusing on Progress
Day 10
How Mentoring differs from Coaching
The basic difference
Adapting the GROW model for Mentoring
Focus on the relationship
By the end of this course delegates will be able to understand:
Objectives
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•Defining Coaching and Mentoring
•What is management
•Setting Goals
•Understanding the Reality
•Developing Options
•The Importance of Trust
•Providing Feedback
•Overcoming Roadblocks
•How Mentoring differs from Coaching
Introduction
Passing on knowledge that is not linked to a
specific job
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Education
Training
Development
Learning
Developing skill in order to perform a specific
job more effectively (Job oriented)
Strategic plan designed to produce growth
over time (Career oriented)
Changes in individuals due to interaction with
the environment
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Conclusion
Education is the matter of Community
T & D is the matter of Organizations
Learning is the matter of ALL
Note:•Training can not be separated from development
•Development is a logical sequence of training
• Training of an employee on specific skill leads to development
serving a specific goal
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How to identify training needs (TNA) ?
(Survey, Performance Appraisal, Exit interview
, Production rate , ….. )
Gathering
Data
Determine
T. needs
Propose
Solutions
Calculating
Costs
(Analyzing gathered data, Discuss with line
manager , ….. )
(Job rotation, Coaching, Lecture training,….. )
(ROI, CBR, Compare offers , ….. )
Select the best and obtain approval then inform
employee Choose &
Decide
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Who Needs Coaching ?
Em
plo
ye
e c
luste
rin
g
Will
Skills
Coaching is not only the solution ?
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Coach, Mentor
Is there a difference?
Mentor Coach
Focus Individual Performance
Role Facilitator with no agenda Specific agenda
Relationship Self selecting Comes with the job
Source of influence Perceived value Position
Personal returns Affirmation/learning Teamwork/performance
Arena Life Task related
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Focus
MentorsInformal relationship focus on the person, career and support for individual
growth and maturity
They can give advice but the partners is free to pick .
The context does not have specific objectives.
Mentoring is biased in your favor.
CoachJob-focused and performance oriented.
A coach is trying to direct a person to some end result,
The person may choose how to get there, but the coach is strategically
assessing and monitoring the progress and giving advices.
Coaching is impartial, focused on improvement in behavior.
In summary, the mentor has a deep personal interest, (Friend who cares
about you and your long term development).
The coach develops specific skills for the task, challenges and performance
expectations at work.
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Role
Mentoringis a power free, two-way mutually beneficial relationship.
Mentors are facilitators and teachers allowing the partners to discover
their own direction.
CoachingHas to set agenda to reinforce or change skills and behaviors.
The coach has an objective/goals for each discussion.
In our study, the top four words chosen to best describe their mentor’s
dominant style were—friend/confidant, direct, logical, questioner.
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RelationshipMentoringEven in formal mentoring programs the partners and mentor have choices—to
continue, how long, how often, and our focus.
Self-selection is the rule in informal mentoring relationships with the partners
CoachingIf I’m you mentor, you probably picked me. In an organization your coach hired
you. Coaching comes with the job, in some organizations a defined
competency for managers and leaders.
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Source of influenceMentoringA mentor’s influence is proportionate to the aded value they can bring to the
relationship.
It is a power free relationship based on mutual respect form both mentor and
partners.
Mentor" is a reputation that has to be personally earned, you are not a
mentor until the partners says you are.
CoachingThe coach also has an actual level of authority by nature of their position,
Your job description might contain "coach" it’s just a label or expectation.
The interpersonal skills will determine the effectiveness of influence for both
coach and mentor.
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Return
MentoringThe mentoring relationship is reciprocal. There is a learning process for the
mentor from the feedback of the partners.
"The ability to look at situations from a different perspective, I am a Generation
X and he is in his 60’s.“
Mentors needs not be an all-knowing expert such a position could be
detrimental. In our study the most significant thing the mentor did was "listened
and understood me" and, "built my confidence and trust in myself, empowered
me to see what I could do."
CoachingThe coach’s returns are in the form of more team harmony, and job
performance.
The relationship is a vehicle to affirm the value of and satisfaction from fulfilling
a role as helper and developer of others.
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Arena
MentoringA great deal of informal mentoring is occurring, with at risk youth, in our
schools, as well as in volunteer, not for profit and for profit organizations. If I
am your mentor chances are you have chosen me to be of help with some
aspect of your life
Mentors are sought for broader life and career issues. The partners is
proactive in seeking out mentors and keeping the relationship productive.
CoachingCoaching even in the sporting arena is task related improvement of
knowledge, skills or abilities to better perform a given task.
The coach creates the need for discussion and is responsible for follow up and
holding others accountable.
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Conclusion
Coaching and Mentoring are not the same thing. Our results and
experience support the conclusion that mentoring is a power free, two-
way mutually beneficial learning situation where the mentor provides
advice, shares knowledge and experiences, and teaches.
The mentor is both a source of information/knowledge and a Socratic
questioner.
If I am your coach you probably work for me and my concern is your
performance, ability to adapt to change, and enrolling you support in the
vision/direction for our work unit.
If there is still doubt in your mind visualize how the conversation and
relationship would be different if your manager scheduled a coaching
discussion at 2:00 this afternoon to discuss your roles, responsibilities and
expectations, versus if you called your mentor to discuss some things that
you have been thinking about.
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Unconscious without skills
Conscious without skills
Conscious with skills
Unconscious with skills
Learning Ladder
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Tools of “TNA”
These analysis used to determine the trainings required and the
data needs for construct the coaching plan
•Performance gap analysis
(find the root problem to solve the gap) “it may not require training”
Std.
Actual (Reality)
Should be (JD KPI,s)
Ste
ps
fro
m T
. a
na
lys
is
Gap Analysis Technique
?
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Return On Investment - ROI
What Does Return On Investment - ROI Mean?
A performance measure tool used to evaluate the efficiency of an
investment (Training cost) related to returned benefits.
To calculate ROI, the benefit (return) of an investment is divided by
the cost of the investment; the result is expressed as a percentage
or a ratio.
Gain from investment – Cost of investment
Cost of investment ROI =
(Net saving)
(Training cost)
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Cost Benefits ratio - CBR
A feasibility analysis “cost/benefit ” completed prior to conducting
training. It is an estimate of the cost of the training weighed against the
possible benefits that could be achieved if training were conducted.
Benefits
Cost CBR =
(Total benefits)
(Training cost)
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On-the-Job Training (OJT)Every department must have a training person who have Coaching skills.
Types of OJT
•Coaching
Here an experienced worker or the trainee’s supervisor train the
employee.
•Job rotation
It is usually a management trainee he moves from job to job at planned
intervals.
Note: it must be on regular basis
and for short while inside the dept.
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Pros and Cons
Pros:1- Minimize future problems.
2- Cost effective.
3- Hand on experience & Knowledge transfer.
4- No transportation required.
Cons:1- Closed management system.
2- Time consuming (trainer).
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Shock
Denial
Anger
Bargaining
Depression
Acceptance
Pro
du
cti
vit
y g
ap
“Normal production rate”
(hid
den c
osts
)
Individuals that resist changes usually goes through a reaction cycle
that affect their productivity negatively.
Employee reaction cycle
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Skills Inventory
The skills inventory for org. “employees” is not less important than
the org. products or stocks because al lot of money has been spent
on them to reach that level. (we may call it Human Capital )
Skills
AttitudeKnowledge
CoachingDevelop
Enrich Reshape
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A perspective on peer coaching
Coaching… is a confidential process through which two or
more professional colleagues work together to reflect on
current practices; expand, refine and build skills; share
ideas; teach one another; conduct classroom research; or
solve problems in the workplace.
(Robbins, 1991)
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A perspective on mentoring
Mentoring relates primarily to the identification and
nurturing of potential for the whole person; it can be a long
term relationship, where the goals may change but are
always set by the learner. The learner owns both the goals
and the process.
(Clutterbuck, 2004)
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Coaching and Mentoring
Key principles
Awareness and responsibility
Skills
Effective questioning
Active listening
Self-reflection
Empathy
Behaviours
Personal hidden drivers
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Peer coaching and transfer of information
Only 5% of new information is shared with an organisation
following training. However with the addition of
demonstration, practice and participation in peer coaching
there is an increase to 90% in the transfer of new learning.
Joyce and Showers
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• Behaviour
• Language
• Appearance
• Physical
environment
SEEN
UNSEEN
BELIEFS/VALUES
THOUGHTS
EMOTIONS
BEHAVIOUR
HABITS
CIRCUMSTANCES
Personality
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Johari window
Open Hidden
Blind UnknownK
no
wn
to
O
thers
Known to SelfOpen
to others
Hidden
from others by me
Unknown
for me and others
Blind
to me but seen by others
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UnknownBlind
Hid
den
OpenK
no
wn
to
Oth
ers;
Feed
back
Known to Self; Disclosure
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Coaching behaviours
Understand themselves
Have self-control, empathy
Have good ‘social’ skills
Show interest in people and what they are doing
Generate commitment to moving forward
Encourage people to develop options
Change perceptions, help people see things differently,
lower fear
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• Active Listening
• Questioning Skills
• Coaching Conversation Model-GROW
• Giving & Receiving Feedback Model-S.B.I.
BUILDING BLOCKS of COACHING
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Active Listening, Questioning Skills &
Coaching Conversations
Coaching is about expanding people’s capacity to
create the desired future.
It is NOT TELLING PEOPLE WHAT TO DO, but
ASKING THEM to examine the thinking behind what
they’re doing so it is consistent with their goals.
Coaching is about giving people the gift of your
presence, asking questions, listening.
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Release
aspirations
Produce
extraordinary
resultsBuild Capacity
COACHING is everything you do to
Amid change, complexity, competition Robert Hargrove. Masterful Coaching Field book ©2000
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Active Listening
Definition:
Active listening is listening and responding that
focuses the attention on the speaker and improves
mutual understanding.
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ACTIVE LISTENING…
is one of the most important skills of an intelligent leader
builds trust
encourages positive problem-solving
takes practice
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Confirming Your Understanding
Step 1 Use a confirming statement
Step 2 Summarize key facts
Step 3 Ask if your understanding is correct
Step 4 Clarify misunderstandings (if necessary)
ACTIVE LISTENING…
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Non- verbal
1. Eye contact
2. Pause/Silence
3. Facial expressions that indicate you are present & focused
4. Body Language
ACTIVE LISTENING…
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We can do this by:
Clearing our mind.
Giving 100% of our attention.
Being non-judgmental.
Paraphrasing-repeat what they have said in your words to demonstrate that you have understood the discussion and you have been actively listening
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10 Tips to Active Listening
1. Be committed.
Don’t walk away before there’s a natural conclusion to the conversation.
2. Don’t be a problem solver.
Even if you have the perfect solution that can end the conversation quickly, wait.
And then some more.
3. Pay attention to your non-verbal language.
How are you standing/sitting? Do you have a glazed look on your face?
4. Keep listening!
Avoid the temptation to daydream or to prepare a mental “To Do” list while
listening.
5. Listen with love.
Have a positive attitude during the conversation. This is not an interruption in
your day but an opportunity to reflect God’s love during His day.
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6. Clarify what is being said.
Don’t pretend to know what the speaker is talking about if you don’t. Don’t be
afraid to ask speaker to repeat something that you didn’t hear or to clarify when
needed.
7. Repeat what was said.
Show you’re listening by reiterating what you heard the person say and how
she feels
8. Prove you’re listening.
When appropriate, nod, smile, congratulate, comment, etc.
9. Wait your turn.
Don’t compose what you’re going to say while someone else is speaking. Stay
focused on what is being said – you’ll have time to get your thoughts together.
10. Look at the person!
Nothing is as insulting as having a conversation with someone who looks
everywhere and at everyone but at you.
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Barriers that get in the way of listening…
Discovering your negative listening habits
Purpose:
to help you gain self-awareness regarding negative
listening patterns that you may have developed over
the years.
By being aware of them, you will be in a position to
do something about them
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The Faker
All the outward signs are there: nodding, making eye
contact, and giving the occasional uh huh. However, the
faker isn’t concentrating on the speaker. His mind is
elsewhere.
The Interrupter
The interrupter doesn’t allow the speaker to finish and
doesn’t ask clarifying questions or seek more information
from the speaker. He’s too anxious to speak his words
and shows little concern for the speaker.
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The Intellectual or Logical Listener
This person is always trying to interpret what the speaker
is saying and why. He is judging the speaker’s words and
trying to fit them into the logic box. He rarely asks about
the underlying feeling or emotion attached to a message.
The Rebuttal Maker
This listener only listens long enough to form a rebuttal.
His point is to use the speaker’s words against him. At his
worst, he is argumentative and wants to prove you
wrong. At the very least, the person always wants to
make the speaker see the other point of view.
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The Advice Giver
Giving advice is sometimes helpful; however, at other
times, this behavior interferes with good listening,
because it does not allow the speaker to fully articulate
his feelings or it doesn’t help the speaker solve his own
problems; it prohibits venting; Well-placed advice is an
important function of leadership.
However, advice given too quickly and at the wrong time
is a turnoff to the speaker.
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Open Questions
Solicit more than a “yes” or “no” or other one-word
response
Aim to get someone to talk
Are useful when you want general information
Common lead-ins are what, how, and why
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Solicit a “yes” or “no” or other one-word response
Aim to limit talking or to control direction of
conversation
Are useful when you want specific information
Common lead-ins are who, which, would, are, can,
have, do, is, will, and may
Closed Questions
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Definition:
Questions that do not introduce a new topic but allow you to probe further to find out more information.
Examples include:“Could you tell me more?”
“Could you give me an example?”
“Why was that?”
“Could you expand?”
Probing Questions
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A Coaching conversation model that helps to
structure the conversation and get maximum
participation from your staff.
This model is called G.R.O.W.
A helpful tool…
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The GROW model
GROW steps
G – GOAL: What do you want?
R – REALITY: What is happening now?
O – OPTIONS: What could you do?
W – WILL: What will you do?
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The GROW model
WILLWhat will you do next…?How, when, with whom…? What do you need from me?
OPTIONSWhat could you do to move yourself just one step forward…?What are your options…? How far towards your objective will that take you…?
REALITYWhat is happening now that tells you…? Describe the current situation… What made you realizethat you need to do somethingdifferent?
GOALWhat do you want to move forward on…?What can we achieve in the timeavailable…? What would be the most helpful thing for you to take away from this session?
TOPICTell me about… What would you like to think/talk about…?Give me a flavor in a few short sentences...
T
G R O
W
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G.R.O.W.
Coaching Conversation Model
Goal (1) set a goal and time limit for the session
(2) state the goal for the issue after defining the Reality
Reality Define current reality & desired reality & agree on any gap(s); explore reasons
Options Explore alternative strategies/ courses of action for eliminating the gaps
Wrap up Agree on WHAT is to be done, WHEN & by WHOM – set a date for review
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Coaching Practice #1
C
CE
Coach
Coachee
Coachee will talk
about a situation they
have that needs
coaching. (Challenge
or from Coaching Raw
Material Handout)
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Coaching Practice #1 Debrief
1. When you were in the role of coach what were some things you felt you did well? felt you did not do so well?
2. What do you think you need to do to improve your coaching ability moving forward?
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“You cannot lead, coach or teach anyone without his or her permission-even someone who reports to you. Sure, you can use all the authoritarian, heavy-handed tactics you want to make people accountable for showing up and doing certain tasks. However, it won’t make people feel responsible for the larger mission or be open to your teachable point of view. The idea is to inspire individuals and groups to produce extraordinary and tangible results, not to extract the results out of them. The ability to accomplish your goals depends ultimately on investing in your relationships until you have built a powerful partnership that can move mountains. This means realizing your goals by helping others realize theirs. It means building your success by building the success of others. It means engaging in coaching conversations in which you support one another’s growth and development, regardless of who reports to whom.
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SBI feed back model
Putting SBI together, you can practice
giving feedback using this ‘formula’:
”Last [date/day/time] during our [point of
interaction, specific situation] , when you
did/said [behavior], I felt [impact].”
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SituationThe key here is to be specific. Describing the context such as the time,
location and any other information will contribute to the clarity of the
message.
NB: To be able to offer specific feedback it is best not to wait too long
after an incident before sharing your impressions.
Also, when leading in to a feedback session, if you do feel uncomfortable
giving feedback, we encourage you to acknowledge this by saying
something like, “as I am sharing this with you, I am aware that I feel ill at
ease”. This simple yet clear statement allows you to acknowledge your
own state. On the other hand, opening a feedback session by saying
something like, “I have some negative feedback to give you.” Or, “You are
not going to enjoy hearing this…”, creates unwarranted anxiety.
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BehaviorThis is the most important part of feedback. It is also the easiest to get wrong.
The most challenging aspect for the majority of us is to describe the behavior
in an objective, non-judgmental fashion. The key is to avoid bringing in a
person’s individual characteristics and to focus instead specifically on a
person’s actions. Rather than saying “you seemed clueless when you
interacted with the patient”, say: “you struggled for words when you explained
the patient’s chart to your colleague”.
Pulling in your vulnerability (outside of the giving feedback role) such as “I had
the same issues in the past”, or softening your feedback with: “you were rude
with your colleague, but I also realize you had a high work load at the time”,
will only dilute the message and reduce feedback effectiveness.
Behavior does not only encompass the “what”, but also the “how” – the way in
which the message is delivered. Variables such as body language, tone of
voice, speaking manner and choice of words all contribute to the situation and
should be considered part of the feedback message where appropriate.
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ImpactThe third part of giving effective feedback is to share what impact the other
person has had on you. It’s not useful to speculate about a third party’s
reaction to behavior so focus on yourself and, more importantly, share a
point of view and encourage the other person to view the concerned
behavior from another perspective. This creates trust in the dialog, which
in turn leads to better overall communication and ultimately builds stronger
relationships.
Acknowledge how the behavior affected you personally as it is hard to
argue with how you react to a certain behavior, since these are your
emotions. An example could be “Last week at our staff meeting when you
said that you consider our new patient initiative useless, it made me feel
‘run over’”. Offering an interpretation about the other person’s behavior
such as “Last week at our meeting you showed disrespect for our new
patient initiative” risks a fruitless discussion as the recipient can argue with
your way of judging their behavior.
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Eight Don’ts of Coaching
Don’t use taxi talk.
Taxi talk is aimless assessments, observations,
judgments and opinions.
Stick with action talk; e.g. who does what, by when.
Don’t try for giant steps.
You’ll get there faster with a series of baby steps.
Each successful step will produce motivating energy
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Don’t be ambiguous
Avoid vague, non-specific wording and phrases that
are easily misunderstood.
Don’t allow transference.
Recognize the individuality of the person being coached.
They are not you.
Consider what actions they can take. Don’t project your
abilities on them.
Don’t stick to original goals
Where better goals emerge.
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Don’t be a devil’s advocate.
Look for and emphasize the positive.
Recognize failure as learning and create new action ideas
Don’t do the work for the person being coached.
The coach imparts wisdom.
Together the coach and person being coached think, shape,
invent, decide . . .
The person being coached takes the action steps.
Don’t focus only on performance,
Focus on the person as well.
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Specific
Coaching can focus on what is needed most.
Opportunistic
Coaching can produce beneficial effects right now.
Time sensitive
Coaching can be delivered just in time. When it is needed, not
too soon or too late.
Motivating
Coaches motivate via stimulation, inspiration and persistence.
Features of Coaching Relationships
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Supportive Coaches help the person they are coaching use existing skills
better.
Objective Coaching ought to be an objective outside point of view.
The coach’s experience helps them to see the opportunity with more clarity.
A leveraging strategy Coaching focuses on specifics i.e. just enough learning to help
the right people people make precise changes.
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Apolitical Coaching can occur outside the normal office atmosphere.
Oriented to performance Coaching focuses on finding or prescribing just the right actions
the person being coached can take to change conditions.
Supportive of corporate competencies Coaching is a tactic to cultivate specified competencies.
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Evolutionary elder The coach has more experience and know how than the person
being coached.
Coach can be a sounding board for ideas.
Partner Coach benefits when the person being coached achieves.
Champion Coach leads the supporting cheers.
The Habits, Qualities, Attributes and Traits
of a Good Coach
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Guide Coach shows the person being coached the right steps to take,
which pitfalls to avoid.
Reality checker Coach helps person being coached evaluate progress towards
goals.
Visionary Coach (and person being coached) envision what success
would look like.
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Director Coach directs person being coached
as to what actions to take. Uses phrases like “try this . . .”.
Radar Coach often can see & understand
what the person being coached cannot.
Beacon Coach can sometimes sound an early
warning.