turn to achievement with coaching
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Turn to with Program
www.humanikaconsulting.com
OR
AN EMPLOYEE WITH THE
“RIGHT”
COMPETENCE, CAPABILITY
ATTITUDE ?
“RIGHT” FOR TODAY OR
TOMORROW ?
OR
TODAY AND TOMORROW ?
Release
aspirations
Produce
extraordinary
results Build Capacity
is ... everything you do to
Amid change, complexity, competition Robert Hargrove. Masterful Coaching Field book ©2000
A B
Desire for a positive
outcome with an individual
Having a
positive impact
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.
Robert Hargrove. Masterful Coaching Field book ©2000 p52
• A way to facilitate learning
• A mutual endeavor; not done to someone
• Helps coachees gain clarity about themselves and the challenges they face
• Assists coachees to expand options and make choices among them
• Supports coachees to develop themselves and reach their goals
CE
Status Strategy Business Objectives Impact Ready, Willing and Able
Cx
Cx
Cx
Cx
Cx
Cx
Assessment Ready, Willing and Able
Status Strategy Business Objectives Impact Priorities and Practices
System Coaching
CxO Coaching
A S S E S S M E N T
• Self-Management
• Alignment
• Engagement
• System Evolution
TYPES OF CAUSES: Absence of or insufficient
CLASSES
OF
SOLUTIONS
Skill/Knowledge Motivation Incentives or improper incentives
Environmental support
Training Additional or fewer
responsibilities
Process, output or outcome feedback or evaluation
Simplify work
Job aids Role or goal clarification
Reward Change process
Modeling Motivational feedback
Praise Improve tools/equipment
Documentation Values clarification Punishment Change policy
Coaching Coaching Contingency management Change work conditions
Mentoring Task variation Removal of reinforcement Replace performer
Source: Adapted from Lazar (1991)
• Individual performer
• Department/Unit/Program
• Organization-wide
Source: Adapted from Bergquist (2004)
If Role is Then Coaching can be used to
Supervisor • Increase self-awareness, self-management & others-related awareness S/K • Develop interpersonal & communications S/K • Sustain learning of technical and functional S/K.
Managers Above plus • Development of effective management practices.
Directors; Project Mgrs.
Above plus • Effective project management practices.
C-level; Vice Presidents;
General Managers
Above plus • Increase ability to manage and lead change • Shift old habits—then develop new habits & S/K • Provide reflection and thought partnership.
Source: Lazar (2006c)
Include & move beyond one on one coaching:
– Group coaching
– Team coaching
– Peer coaching
– Shadow coaching
– Cross-supervisory coaching
– Coaching culture
Coaching to support: – Training & education
– Onboarding & orientation
– Expatriation & repatriation
– Promotional transitions
– Job changes
– Leadership changes
– Health and work-life balance concerns
Creating the
right
environment
Building
Trust
and
rapport
Active
questioning
and
listening
Providing
feedback
Promoting
positive
outcomes
Increased
motivation
Clarity and
direction
Increased
Productivity
Ownership
and
Responsibility
positive
outcomes
COACHING LEADERS COACH WHOM FOR WHAT ? HOW TO COACH WHAT DOES IT TAKE TO BE A COACH THE COACHING PROCESS
“Your work is some of the best I've seen on the
contexts of leadership, and you've made a real
contribution to our collective thinking about
the subject.”
-co-author of The Leadership Challenge and Encouraging the
Heart and chairman emeritus of tompeters!company
• Time
• Energy
• Knowledge and Skills
• Influence on Information Flow
• Access to Influence on Decision-Making
• Credibility
INDIVIDUAL EXCELLENCE IS RELEVANT TO ALL LEVELS
DRIVER
MANAGEMENT
QUALITY
PROCESS
QUALITY
FEATURE
EFFECTIVENESS
EFFICIENCY
LEADERSHIP
DIRECTING
MANAGING
SUPERVISING
DOING
CHART THE UNKNOWN
SHOW THE WAY
DETAILED PROCESS MANAGEMENT
MANAGING DETAIL
MANAGING SELF
PO
WE
R
PO
LIC
Y
PR
OC
ES
S
PE
OP
LE
ENTERPRISE
PERFORMANCE
OR
GA
NIZ
AT
IO
NA
L
CU
LT
UR
E
OR
GA
NIZ
AT
IO
NA
L
ST
RA
TE
GY
BUSINESS
ENVIRONMENT
BUILDING
EFFECTIVE LEADERS
• DIRECTORS AND BOARD MEMBERS
– Sounding board
– Master coach
• SENIOR MANAGEMENT
– Developmental coaching
• HIGH POTENTIAL EXECUTIVES
– Performance coaching
26
Leaders Benefit From Coaching …….. ?
A Leader Is One Who:
• Has Followers……………
• Can Ask The Right
Questions……
• Can Help People Adapt &
Change
WHAT YOU NEED TO MAKE STRATEGIC CHOICES?
HOW YOU DELIVER RESULTS?
ATTRIBUTES/ VALUES UNDERPINNING THE BEHAVIOURS
Understanding...
Customer Strategic
Context
Own Business
Results
Orientation
Managing &
Developing
Talent
Cross-
Functional
Effectiveness
Visible Leadership/
Communication Customer
Focus
INTEGRITY
& TRUST
SENSE OF
URGENCY
SELF
AWARENESS
Execution...
EXECUTIVE
PRESENCE
FOCUS OF COACHING
– ASSESSMENT-HELP CANDIDATES UNDERSTAND THEMSELVES, THEIR MOTIVATIONS, & RELATIONSHIPS
• INVENTORY of Strengths
• INTERVIEW OR DIALOGUE
• SYNTHESIS - through evaluation tools 360/450
– CHALLENGE-DEVELOP INSIGHTS
• CURRENT MINDSETS & LIMITATIONS
• TO SURFACE DRIVERS & ENABLERS TO DEVELOP NEW PARADIGMS
– SUPPORT- CONFIDENCE IN THOUGHT PROCESSES
• TO LEARN TO BELIEVE IN THEMSELVES
• TO REDUCE THE PAIN & TIME OF LEARNING
• THOUGH POSITIVE REINFORCEMENT
BEYOND A POINT PERFORMANCE HAS TO BE
LEARNED, IT CANNOT BE TAUGHT
• MENTORING:
– Is the use of a senior executive or director
– To oversee career progression of a junior
person
– Over a long period of time
• COACHING:
– Is working with a senior executive or
external business coach
– To achieve specific business solutions
– In a focused, short term effort.
MENTORING:
– PROS:
• Gives the junior person a sheet anchor
• The regular ( but not frequent) meetings allows a better perspective
• Of career paths within the organisation
• Organisation learning is high
– CONS:
• Can become a political tool
• Can degenerate if mentor uses mentee as a political “pawn” in power plays.
COACHING:
– PROS: • Helps develop solutions quickly and
effectively • Provides an unbiased view of both the
problem and the solution. • Brings multiple perspectives in
generating an effective solution. • Prevents derailment –replacement cost
high • Career development
– CONS: • Relationship can become parasitic- over
dependence. • Organisation learning is poor
A FACILITATOR OF “EXPERIENTIAL” LEARNING
IT IS ABOUT SHARING NOT INSTRUCTING
• COACH- DRIVE
EXPERIENTIAL LEARNING FOR RESULTS AS APPROPRIATE
• COACHEE- ABILITY & WILLINGNESS TO LEARN & CHANGE
• PERSONAL CHEMISTRY- Chemistry between coach and coachee is very Important
• COACH • ASSESSMENT
– FEEDBACK SUPPLIER – FACILITATOR FOR REFLECTION &
THINKING – EXPERT/MENTOR – PROVIDE A PERSPECTIVE
• CHALLENGE
– DIALOGUE PARTNER – ACCOUNTANT
• SUPPORT
– POSITIVE REINFORCER – ROLE MODEL – COUNSELOR – SOUNDING BOARD
• COACHEE • ASSESSMENT
– PROACTIVE WHEN ASSUMPTIONS ARE CHALLENGED
– CRITICALLY EVALUATE & ACCEPT FEEDBACK
– IDENTIFY DEVELOPMENT NEEDS • CHALLENGE
– INTERACTIVELY DEVELOP ACTION PLANS
– DETERMINE LEARNING NEEDS & TIME FRAME
• SUPPORT – OWNS THE SITUATION AND FINDS OWN
SOLUTIONS
SOFT • THROUGH EXPERIENTIAL LEARNING
• FREE FORM
• DEVELOP INSIGHTS THROUGH QUESTIONING
HARD • PERSONAL SCORECARDS
• STRUCTURED LEARNING
• DEVELOP A GOAL ORIENTED & RESULT DRIVEN SOLUTION
DEVELOPMENTAL
SOUNDING BOARD
SKILLS
PERFORMANCE
FEED FORWARD- THE LEADERSHIP LEARNING ARCHITECTURE FOR MANAGING THE ENTERPRISE
© Ram RAMAKRISHNAN 39
CO
MM
ON
LE
AD
ER
SH
IP K
NO
WL
ED
GE
BA
SE
COMMON LEADERSHIP LANGUAGE AND
EXPERIENCE BASES
FE
ED
BA
CK
– R
ICH
EN
VIR
ON
ME
NT
VISION
CORE VALUES
AND
STRATEGIC
OBJECTIVES
OR
GA
NIZ
AT
ION
ORGANIZATION
ORGANIZATION
HIG
H P
ER
FO
RM
AN
CE
TE
AM
S
HIGH PERFORMANCE TEAMS
HIGH PERFORMANCE TEAMS
IND
IVID
UA
L
INDIVIDUAL
INDIVIDUAL
OR
GA
NIZ
AT
ION
HIG
H P
ER
FO
RM
AN
CE
TE
AM
S
IND
IVID
UA
L
PJ NEARY
THE RATE OF INTERNAL LEARNING HAS TO BE
FASTER THAN THE RATE OF EXTERNAL CHANGE
Four Levels of Knowledge and Achievement Management
COACHING IS NOT A CRUTCH!
CONTRIBUTION
ASPIRATIONS
DEVELOPMENT
PERSONAL DEVELOPMENT PLANNING
COACHING AND DEVELOPMENT
ECONOMIC PERFORMANCE
SOCIAL PERFORMANCE
ENVIRONMENTAL PERFORMANCE
SUSTAINED, PLANNED RENEWAL
VALUE QUALITY OF LIFE ECO EFFICIENCY
LEARNING ORGANISATION
STRATEGY FOCUSED, ADAPTIVE, EFFECTIVE
CLASS ROOM EXPERIENTIAL
MDP COACHING
EXTERNAL
EXPERTISE
MENTORING
INTERNAL
EXPERTS
CONTINUOUS
IMPROVEMENT
• SKILL CENTERED
• PERFORMANCE DRIVEN
• DEVELOPMENTAL
• SOUNDING BOARD
SKILL CENTRED IMPROVE SKILLS- BE AN EXPERT TO HELP EXECUTIVE LEARN HOW TO MANAGE “TASKS”- INVOLVES REFINING SKILLS, BEHAVIOUR, ATTITUDE
IT IS A TRAINING-MENTORING INTERFACE
• Deliverables Clear Cut As It • Relates To Current Job • Short Term • Easy To Agree On What’s Needed • Usually “On The Job” Or For A Specific • New Assignment
LEARN NEW OR ADAPT EXISTING BEHAVIOURS, ATITUDES AND SKILLS TO IMPROVE PRODUCTIVITY ON THE JOB
IT REPRESENTS THE MENTORING TO COACHING TRANSITION
•Often The Need Is Not Recognized Early Enough •Develop Management/Directing Skills •Deliverables Less Clear Cut •Medium Term Duration •Perceived As A Threat As It Addresses Blind Spots
•Usually forms part of a well planned succession management program •Usually requires “unlearning” behaviours that was relevant earlier •Assimilate new attitudes in “anticipation” of shift to directing hence can be perceived as being vague, analytical, personal and even threatening!
51
•it involves developing a whole new set of “aptitudes” •almost always requires a change in mind set •truly free form learning •coach usually ends up as an “alter ego” •retainer works best long term
• COME WITH ‘HOT SEAT’ EXPERIENCE – HAVE WORKED FOR 10+
YEARS AS PROFESSIONALS
• HAVE LEARNT A STRUCTURED PROCESS TO – UNDERSTAND THE
‘CORPORATE’ NEEDS – EVALUATE A ‘COACHEES’
NEEDS – USE A ‘COHERENT’ PROCESS
TO DEVELOP THE INDIVIDUAL
• HAVE A PASSION FOR WORKING WITH AND THROUGH PEOPLE – HAVE ACQUIRED THE
ADDITIONAL ‘SKILLS’ NEEDED TO COACH
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. Coaching Conversation Model
GOAL
REALITY OPTION
WRAP UP
• 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
“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.
Hargrove, Robert. Masterful Coaching Field book. p 164
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