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