module 2 developing performance coaching skills - …fbe.unimelb.edu.au/__data/assets/powerp… ·...
TRANSCRIPT
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Developing Coaching Skills
Training Session
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Learning objectives Understand what makes a team effective Develop motivational coaching skills Develop consulting coaching skills Develop an understanding of when and
how to intervene in student team performance by using the team diagnostics instrument and intervention process chart.
Develop communication, performance feedback and active listening skills
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Introductions and ice breaker Get into pairs and introduce
yourselves to each other Who was the best coach you ever
had. Why were they good? Have you had a negative coaching
experience? If so, what happened? Share your experiences with the
larger group
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What is coaching?
Coaching is Direct, time-appropriate interaction
with a team that is intended to shape team processes to produce good performance (Wageman, 2001).
It helps students perform more effectively in team-based assignments
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(Hackman, 2002)
Real Team
Compelling Direction
Enabling Structur
e
Supportive Organizational Context
Expert Coaching
Student Team Effectiveness
Where Does Coaching Fit in With Team Effectiveness
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Two Types of CoachingMotivational Coaching
Coaching teams to form and set goals; communicating in a motivating manner, and encouraging commitment to their project.
Consultative Coaching Coaching teams to develop more
effective ways of performing their work together and giving feedback on their performance.
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Beginning Midpoint End of Cycle
Team life cycle
Focal Effort Performance KnowledgePerformance Strategy & SkillProcess
Coaching Motivational Consultative Educational/intervention Reflective
(Hackman, 2002)
Expert Coaching: Temporality
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Motivational Coaching Help students to form a
team Learn how to debrief the
team contract http://www.managementmarketing.unimel
b.edu.au/ttr/pdf/team_contract.pdf
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Helping Students Form a Team During Team Formation Tutorial:
Brief discussion about team work Encourage students to talk about positive and
negative experiences. Be honest about negatives
Discuss the importance of working in a team: Employers want teamwork skills Our subject helps students develop team skills
and such skills can be added to their CV. We will provide students with support in
working in teams
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Helping Students Form a Team Tutorial Exercises: All of those students who are keen to work
extremely hard and get a high grade move to the right hand corner of the room.
All of those who are looking forward to a really easy semester and just getting by move to the left hand corner of the room.
All of those who wouldn’t have a clue what they can accomplish and are prepared to work hard and reap the rewards cluster in the middle.
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More Ideas for Forming Teams Move to the left/right of the room if:
You spend more than 3 hours a day on SMS or MSN You have a Flickr/Myspace profile You can speak at least two languages You work (outside Uni) more than 25 hours a week You think that the subject is going to be really interesting You’ve lived in another country
Give students the following directions: Find somebody in the room that is NOT in the same degree as you. Find somebody in the room that is NOT in the same degree as you and
NOT from the same country. Find somebody in the room that is NOT in the same degree as you and
NOT from the same country AND is in the same grade expectation group.
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The Team Contract Teams must agree a team contract
before meeting with their coach Teams must bring the answers to the
five questions with them to the meeting All team members must attend the meeting Coaches work with teams about what they
want to achieve in order to establish goals Coaches work with teams about how they
will deal with problems in order to establish norms and rules
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Exercise: Managing the Team Contract
Compare the following videos http://www.managementmarketing.unimelb.edu.au/t
tr/coachingteams/negteamcontract_part1.cfm http://www.managementmarketing.unimelb.edu.au/
ttr/coachingteams/howteamcoach_part1.cfm Answer the following questions
Who is the most effective coach? Why? What did you learn? Which of their
behaviours would you repeat/avoid?
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Consultative Coaching Be able to identify team performance
problems and make recommendations to manage them.
Resolve team conflict. Learn how to use the team diagnostic
http://www.managementmarketing.unimelb.edu.au/ttr/pdf/student_team_diagnostic.pdf
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Improving Team Performance: The Team Diagnostic
1. Problem Identification
2. Solution Generation
3. Action plan and follow-up
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Problem Identification
Acknowledge a problem exists Maintain a neutral position Manage discussion to ensure
fairness
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Solution Generation Explore options by focusing on the
interests behind stated positions. Explore the ‘whys’ behind students’
claims. Help students see commonalities among
their goals, values and principles Use commonalities to generate multiple
alternatives Use brainstorming
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Action plan and follow-up Ensure that all members of the team
support the agreed upon plan Verify understanding of, and
commitment to, specific actions. Identify a short term goal that they
need to achieve. Establish a mechanism for follow-up
Usually an e-mail verifying that the goal has been reached.
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Exercise: Intervening to Improve Team Performance Watch the first video: what should Christina do
now? http://www.managementmarketing.unimelb.edu.au/
ttr/coachingteams/dealmembercompl_part1.cfm Watch the second video: how does Christina
manage the intervention? http://www.managementmarketing.unimelb.edu.au/
ttr/coachingteams/dealmembercompl_part2.cfm What does Christina do well/not so well?
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Coaching On The Run Exercise Instructions
Break into groups of three and collect your scenarios
Select an observer who will keep time and jot down your “one liners”.
Each person should read a scenario and has 60 seconds to come up with a “one-liner” to give the student
Read out the alternative one-liners In plenary, debrief your experiences
Contribute new one-liners Warn of one-liners that haven’t worked
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Team Role Play
This activity has been developed to practice your observation, communication & conflict resolution skills.
Read the role play and follow the instructions: http://
www.managementmarketing.unimelb.edu.au/ttr/pdf/role_play_and_observation.pdf
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Role Play Plenary Debrief Effective Coaching Behaviours
What behaviours characterize active listening?
What behaviours characterize supportive communication?
Which behaviours are most difficult for you? What can you do to try and employ them?
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Effective Coaching Communication – Active Listening Make eye contact Exhibit appropriate body language Avoid distracting actions and gestures that
suggest boredom Ask questions Paraphrase Avoid interrupting Make smooth transitions between the role of
speaker and listener Deflect, probe, reflect
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Effective Coaching Communication – Supportive Communication Stay problem oriented Congruence between thinking and
feeling Avoid making judgments Do validate the student Keep Specific Smooth flow Take ownership
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“Buddying up” New tutors should find a “buddy” – a
more experienced tutor they can work with during their first semester
Arrange a meeting to discuss how to prepare for team coaching meetings
Arrange to meet after the meetings to debrief how they went.
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Session evaluation
This section includes the completion of knowledge quiz and training evaluation form.
http://www.managementmarketing.unimelb.edu.au/ttr/pdf/evaluation_for_coaching_training.pdf