Coaching for Performance Outcomes Clarify what coaching isis

Coaching for Performance

Outcomes • Clarify what coaching is/is not • Aware of the value of coaching • Identify when coaching may be of use • Identify barriers • Next steps

focusing efforts Concern Influence Autonomy and control After S Covey & Glasser

what is coaching? “Coaching aims to enhance the performance and learning of others. It involves providing feedback but it also uses other techniques such as motivation, effective questioning, and consciously matching your style to the coachee’s readiness to undertake a particular task. It is based on helping the coachee to help her/himself through dynamic interaction – it does not rely on a oneway flow of telling and instructing. ” Max Landsberg Mc. Kinsey & Co

spectrum of activities Internal motivation External motivation High awareness Prescribed behaviour High responsibility Management Leadership Mentoring Coaching Training Directing T E Telling/ instructing A C H I Demonstrating/ Problem solving/ Guiding Supporting N G Mentoring/ Counselling

Knowledge Skill Transfer (Thorough) (Strong) (Executive implementation) Study theory 10% 5% O% Theory + Demonstration Modelling 30% 20% 0% Theory + Demonstration + Practice 60% 5% 95% 95% Usually simulated during training All above + Peer Coaching During and after training Percentage of people achieving the learning Joyce & Showers outcomes

GROW Goals What do you want? Motivation Reality What is happening now? Options What are your choices? Will What will you commit to?

Some possible questions G-What do you want? What are you aiming to achieve? What would the ideal look like? R-What is happening now? What have you tried so far? What obstacles have you encountered? What works? O- What do you want to do? What alternative approaches are there? Which options interest you? Have you thought of…? W- What are the next steps? What might get in the way? What support/planning is required? When will you start? What are the barriers? Enablers?

So What gets in the way? • • • Time Commitment Competence Personal protection School culture Congeniality v collegiality