Unit-3 part 1 Coaching.pdf

Module 5
Coaching
Session 1
Fundamentals of of Coaching
Copyright Kaushik Kundu

Initiating a discussion on Coaching
• Do employee know what they should do and
how they do it.
• Does Performance Management is a matter
of expecting tasks to be done correctly and on
time
time
• If an employee is not able to perform then it
means he does not know how to do it or his
attitude is not good

• Coaching intervention help managers to
improve their performance and ultimately the
performance of the overall organization.
performance of the overall organization.
• Lack of transfer in learning and lack of
sustained behavioral change pointed toward
the need for more individualized, more
engaged, more context-specific learning

Understanding Coaching
• Coach refers to the one who provides one-on-one coaching.
• Coachee refers to the one who gets the professional service;
namely, it is the executive.
• Client refers to the stakeholders, including more senior
executives and/or HR representatives.
• Coaching has traditionally been viewed as a way to correct
Coaching has traditionally been viewed as a way to correct
poor performance and to link individual effectiveness with
organizational performance
• It emphasizes self-awareness and learning by the one-on-
one relationship between the coach and the executive

Defining Coaching
• Coaching involves practical,
goal-focused forms of one-
on-one learning and
behavioral change and also
in groups as the preferred
tool for behavior change
• The purpose of coaching is
• The purpose of coaching is
to produce learning,
behavioral change, and
growth in the coachee for
the economic benefit of the
client that employs the
coachee.

Definitions and Purpose of Coaching

The root of coaching (Maltiba et al. 2015),

Benefits of Coaching
– Improves quality and
productivity
– Boosts enthusiasm
and morale
– Strengthens
relationships
Strengthens
relationships
and communication
– Increases job
satisfaction
– Improves teamwork
– Builds trust and
enhances loyalty

Supervisor’s Role in Coaching
A supervisor:
• Should be motivated to see the work group succeed
• Can use all information on hand
• Has opportunity to coach and counsel
• Has authority to carry out coaching
• Is responsible for unit’s effectiveness
• Is responsible for unit’s effectiveness

HRD Professional’s Coaching Role
• Provides training for coaches
• Provides training to correct performance
problems
• Provides organizational development
Source: Werner and DeSimone, 2006
11
• Provides organizational development
support
• Coaching is an HRD intervention

The Role of the Coach
• Establish and clarify goals of the session
• Develop a plan to accomplish the tasks and
responsibilities
• Ensure team members have a clear definition and
understanding of their roles and responsibilities
understanding of their roles and responsibilities
• Align expectations with members of the team
• Advise, instruct, and demonstrate desired teamwork
behaviors and skills
• Encourage and provide feedback for improvement
• Acknowledge and reinforce desired behaviors when
observed

Difference between Coaching and Mentoring
Mentoring Coaching
(Source: Jarvis, 2004)

A Conceptual Framework for understanding
coaching
Source: Baek Kyoo Joo, 2005

Session 2
Coaching for performance
Coaching for performance
improvement

Coaching Strategy
• Present coaching concept to leadership
• Select coaches based on the characteristics
and competencies of an effective coach
• Conduct a session on coaching for the
• Conduct a session on coaching for the
appointed coaches
• Match coaches with team members
• Leverage current performance tools or create
new tools to help coaches sustain a coaching
environment

Performance Management and
Coaching
• Performance appraisal
– The first step
• Performance management
– Employee goal setting
Source: Wells Doty, Ed.D.
17
– Employee goal setting
– Coaching
– Rewards
– Individual development

Coaching to Improve Poor
Performance
• Defining poor
performance
• Responding to poor
performance
performance
• Conducting a coaching
analysis
• Using the coaching
discussion

Defining Poor Performance
• Definition: “Specific, agreed upon
deviations from expected
behavior”
• Performance must be evaluated
against some standard or
against some standard or
expected level of performance
• Standards and expected levels of
performance must be known by
the supervisor and the worker

Types of Performance Standards
• Absolute
– Same scale or standard is applied to all
subordinates
• Relative
• Relative
– Performance is evaluated relative to the
performance of others

Deviant Workplace Behavior
• Production deviance
– Working slowly, leaving early
• Property deviance
– Sabotage, lying about hours worked
21
– Sabotage, lying about hours worked
• Political deviance
– Showing favoritism, gossiping
• Personal aggression
– Harassment, abuse, stealing, etc.

Coaching for Poor Performance
Consider causes
Encourage employee input
Work to develop solutions
Renegotiate goals and
Renegotiate goals and
objectives
Agree on an action plan
Schedule follow-up sessions

Responding to Poor Performance
• Causal Attribution Theory
– People assign causes to behavior
– Different actions are likely based on internal
23
Different actions are likely based on internal
versus external attributions
• Fundamental Attribution Error
– Assumes or attributes behavior comes from a
cause within a person
– Supervisor may overlook other causes

Role of coaching, drivers and focus

Critical Success factors for coaching

Session 3
Coaching Analysis and Techniques
Coaching Analysis and Techniques

Coaching Analysis
• The process of analyzing the factors that
contribute to unsatisfactory performance
• Deciding on the appropriate response to
improve performance
improve performance

Steps in Conducting Coaching Analysis
1. Identify the unsatisfactory employee performance.
2. Is it worth your time and effort to address?
3. Do subordinates know that their performance is not satisfactory?
4. Do subordinates know what is supposed to be done?
5. Are there obstacles beyond the employee’s control?
29
5. Are there obstacles beyond the employee’s control?
6. Does the subordinate know how to do what must be done?
7. Does a negative consequence follow effective performance?
8. Does a positive consequence follow nonperformance?
9. Could the subordinate do it if he or she wanted to?
SOURCE: Fournies, F
. F
. (1978). Coaching for improved work
performance.. Copyright Kaushik Kundu

Steps to Follow in Conducting a
Coaching Analysis
• Identify the unsatisfactory performance
• Decide if it’s worth YOUR time and effort
• Find out if the worker knows that their work
30
• Find out if the worker knows that their work
is not satisfactory
• Does the worker know what is to be done?
• Are there obstacles beyond the worker’s
control?

Steps to Follow in Conducting a Coaching
Analysis – 2
• Does worker know HOW to do the job?
• Does a negative consequence follow
effective performance?
• Does a positive consequence follow
31
• Does a positive consequence follow
nonperformance?
• Can the worker do the job if he/she wants
to?
• Can the job or task be modified?
• What if the problem persists?

The Coaching Discussion
• Kinlaw’s Approach:
– Confronting or presenting
– Using reactions to develop information
– Resolving or resolution
– Resolving or resolution

The Coaching Discussion – 2
• The Fournies Approach:
– Get agreement with worker that a problem exists
– Mutually discuss alternative solutions to the
problem
problem
– Mutually agree on actions to be taken
– Follow-up to measure results
– Recognize achievement when it happens

What if Coaching Fails?
• Transfer the employee to work that the
employee can do
• Terminate for substandard performance
• Have adequate documentation of coaching
• Have adequate documentation of coaching
efforts to support termination!

Maintaining Effective Performance and
Encouraging Superior Performance
• Must reward good performance
• Use:
– Goal Setting
– Goal Setting
– Job redesign
– Worker participation
– Job ownership

Manager-Coach Responsibilities
• Provide evaluation
– Self-evaluation can be difficult
– People often focus on their weaknesses
• Manager-coach can:
• Manager-coach can:
– see the big picture
– make suggestions for improvement
– reinforce company values

Coaching techniques
– Facilitation

The GROW model
– GROW:
• goal
• current reality
• options
• will
39
The GROW Model raises an individual’s
awareness and understanding of:
their own aspirations;
their current situation and beliefs; the
possibilities and resources open to them; and
the actions they want to take to achieve their
personal and professional goals

GROW Model (Graham and Whitemore)

Session 4
Coaching Skills for Managers
Coaching Skills for Managers

Example of a coach- Chak De India

Characteristics of an
Effective Coach
• Communication
• Communicating Instructions
• Providing Feedback
• Listeningfor Understanding
Performance Improvement
Setting Performance Goals
Rewarding Improvement
Dealing With Failure
Assessing Strengths and
Weaknesses
Relationships
Building Rapport and Trust
Motivating Others
Working With Personal Issues
Confronting Difficult Situations
Execution
Responding to Requests
Following Through

Coach as skill builder

Skills for Effective Coaching
• Communication skills
• Interpersonal skills

Communication Skills
• Managers should have the ability to listen to
employees and to get them to understand
what effective performance is and how to
achieve it.
achieve it.
• Writing skill
• Speaking skill
• Active listening skill

Communication skills
• Attending skill: Maintaining eye contact, Speaking
in a warm and natural, and Encouraging
• Feedback: Provide clear and accurate feedback,
non judgmental attitude, timely and to correct
the behavior
the behavior
• Paraphrasing: concise restatement
• Reflection of feeling
• Open and closed questions
• Focusing on difficult areas and how to deal with

Writing Skills
• Acceptable grammar and spelling
• Clear and concise style
• Example: Facts, Discussion, Recommendation
(FDR)
(FDR)

Speaking Skills
• Specific and descriptive
• Focused on the issue at hand
• Polite and respectful
• Focused on the problem, not the person
• Focused on the problem, not the person
• Objective, not based on feelings

Active Listening
• More than, “I hear you”
• Must listen for what the other person is
trying to say
• Specific techniques are needed
• Specific techniques are needed
• It is NOT easy!

Active Listening– 2
• Use open-ended questions to get
information:
– Can’t be answered with simple yes or no
• Use closed questions to get a yes or no
• Use closed questions to get a yes or no
answer
• Active listening takes a lot of work!

Interpersonal Skills
• Show respect for the individual
• Immediacy: Focusing on the present, dealing
with problems as they occur
• Be objective: Emphasizing factual information
• Be objective: Emphasizing factual information
over subjective opinion
• Plan ahead

Interpersonal Skills – 2
• Affirm the efforts of others: Committing on
the employee success
• Be consistent
• Build trust
• Build trust
• Demonstrate commitment to and respect for
others
• Integrity, Integrity, Integrity!!!

Session 5
Evaluation of Coaching Performance
Evaluation of Coaching Performance

Effectiveness of Coaching
• Hard to measure objectively
• Can be measured in many ways
• Some coaches ARE better than others
• Others need to keep working to improve
• Others need to keep working to improve
their coaching skills; good coaching skills
can be learned

Performance Appraisal Interview
• Major source of employee feedback
• Gives employee the chance for feedback and
participation in the process
• Allows the coach to affirm his/her support
Allows the coach to affirm his/her support
• Provides opportunity for constructive criticism – both
ways
– Focus on the problem, not the “personality”
• Time to mutually set next period’s goals and objectives
• Provides mutually understood basis for improvement

Training the Supervisor/Appraiser
Effective training:
• Helps the appraiser to be credible
• Promotes acceptance of appraisal
• Helps provide accurate feedback
• Assists the supervisor in demonstrating
support for the employee

Organizational Support
• Organization needs to support their coaching
and performance management efforts
• Takes time, training, and money
• Takes time, training, and money
• Needs to be part of the corporate culture
• Needs to be linked to compensation,
rewards, and promotion systems

Perspectives on evaluating outcomes

Enabling factor to achieve success in
coaching

A framework for coaching evaluation

Examples of measurement

Examples of Measurement

An integrated model of factors affecting coaching
evaluation

Summary
• Worker participates in discussions
• Worker helps set goals for improvement
• Feedback is specific and behavioral
• Coaches are supportive and helpful
70
• Coaches are supportive and helpful
• Supervisor needs to know the worker’s job
• Coaches need support and training

Unit-3 part 1 Coaching.pdf

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