1.Coaching~ (46;186)By Carol Leung (ASUP)

2. : Coaching CoachingCoaching? CAROL LEUNG/ ASUP SMPIT 2 3. coaching Coaching 1 coachees, Peer group supervision CAROL LEUNG/ ASUP SMPIT 3 4. coach CAROL LEUNG/ ASUP SMPIT 4 5. Coaching in the Workplace: , , , , , , CAROL LEUNG/ ASUP SMPIT 5 6. Individuals report experiencing the following outcomes as a result of working with a coach: 1. Increased self-awareness 67% 2. Lower stress levels 57% 3. Setting better goals 62% 4. Self-discovery 53% 5. More balanced life 60% 6. Self-confidence 52%Source: 1998 International Coach FederationCAROL LEUNG/ ASUP SMPIT 6 7. 1~64(Coaching); 30min? 45min 15minBreak!!!1:A->B + T-Model; 0penings 60min 30min CAROL LEUNG/ ASUP SMPIT 7 8. 2~618 Coaching is for ACTION!(Change,Confirm,Continue) 2:6;6 tiers of Questioning CAROL LEUNG/ ASUP SMPIT 8 9. Coaching, , /, CAROL LEUNG/ ASUP SMPIT 9 10. CAROL LEUNG/ ASUP SMPIT 10 11. CAROL LEUNG/ ASUP SMPIT 11 12. CAROL LEUNG/ ASUP SMPIT 12 13. CAROL LEUNG/ ASUP SMPIT 13 14. 1. 2. 3. motivated 4. 5. , 6. ,LOOP! 7. CAROL LEUNG/ ASUP SMPIT 14 15. 1. / 1., 2. : ./, 2.:,. 3. ,3.,. . 4. 4. 5. 5. CAROL LEUNG/ ASUP SMPIT 15 16. CAROL LEUNG/ ASUP SMPIT 16 17. CAROL LEUNG/ ASUP SMPIT 17 18. ; ; CAROL LEUNG/ ASUP SMPIT 18 19. ? 1. 2. 3. 4. 5. CAROL LEUNG/ ASUP SMPIT 19 20. CAROL LEUNG/ ASUP SMPIT 21 21. Gps-coachee-Coachee -coachee-coachee--coacheeCAROL LEUNG/ ASUP SMPIT 22 22. CAROL LEUNG/ ASUP SMPIT 23 23. CAROL LEUNG/ ASUP SMPIT 24 24. CAROL LEUNG/ ASUP SMPIT 25 25. () CAROL LEUNG/ ASUP SMPIT 26 26. CAROL LEUNG/ ASUP SMPIT 27 27. 1. 6. 2. 7. 3. 8. 4. 9. 5. uncoachable 10. CAROL LEUNG/ ASUP SMPIT 28 28. CAROL LEUNG/ ASUP SMPIT 29 29. CAROL LEUNG/ ASUP SMPIT 30 30. CAROL LEUNG/ ASUP SMPIT 32 31. Coachingquestions CAROL LEUNG/ ASUP SMPIT 33 32. : A -> B CAROL LEUNG/ ASUP SMPIT 34 33. : (20) 3(round 5)A : THE COACHB : THE CoachEEC : THE OBSERVER /()CAROL LEUNG/ ASUP SMPIT 35 34. (3) : 0penings OPENINGS? CAROL LEUNG/ ASUP SMPIT 36 35. Openingsblind spots 1 2 34 5 6 7 CAROL LEUNG/ ASUP SMPIT37 36. (2a) : 0penings1. => =>2. 3. CAROL LEUNG/ ASUP SMPIT 38 37. : (20) 3(round 5)A : THE COACHB : THE CoachEEC : THE OBSERVER /()CAROL LEUNG/ ASUP SMPIT 39 38. (2b) : 0penings4. HESITATION5. 6. 7. CAROL LEUNG/ ASUP SMPIT 40 39. : (20) 3(round 5)A : THE COACHB : THE CoachEEC : THE OBSERVER /()CAROL LEUNG/ ASUP SMPIT 41 40. (3) : T-Model of Questioning CAROL LEUNG/ ASUP SMPIT 42 41. (4) : POWER QUESTIONS - Motivating Coaches to Learn & Act! What happened? What worked? What didnt work ? What were the blocks? What will you do differently next time? What now;how(have done);Not do;When (for how long)CAROL LEUNG/ ASUP SMPIT 43 42. (1-4) : 5coaches coachee observers CAROL LEUNG/ ASUP SMPIT 44 43. =understand data, modelling, internalized 1. ! ! ! 2. Dikw 3. , !!! 4. Coaching vs coaching 5. Coaching 4.Wisdom 6. 3. knowledge 2.information 1.dataCAROL LEUNG/ ASUP SMPIT 45 44. ?CAROL LEUNG/ ASUP SMPIT 46 45. , coach6.:(Evaluation) 5.(Synthesis) 4.&(Analysis)3. +(knowledge)4.Wisdom 2.:(Understanding) 3. knowledge 1.:(Information)2.information1.dataCAROL LEUNG/ ASUP SMPIT 47 46. or() carolsyleung@gmail.com coaching(coaching)RCC(Registered Coporate Coach) 2006 http://coaching.3forum.hk/index.php CAROL LEUNG/ ASUP SMPIT 48 47. Douglas K. SilsbeeDoug Establishing a Coaching Relationship with Subordinates By Doug Silsbee Most people agree that coaching is an essential part of managing and leading people, but doing so can be fraught with difficulties. The authority of the coach/boss over the employee, and the potential for the supervisors interests to differ from the individuals interests are critical factors to consider. Dealing in a straightforward and realistic fashion with these difficulties is essential to establishing the trusting relationship within which real learning and development can take place.Performance Management vs. Developmental CoachingPrior to doing any coaching, be careful to distinguish between performance management and developmental coaching. Performance management is an effort to maximize the employees contributions to organizational goals by measuring their performance as objectively as possible, providing feedback, and developing strategies together to improve this performance. Developmental coaching is an effort to develop the employees capacity to meet his/her own goals, where the coach operates in service to the employees interests.When the employee is highly motivated to succeed within the organization, performance management and developmental coaching will often look similar. On the other hand, when the employee is dealing with significant personal issues, seeking better work/life balance, or considering alternative career paths, performance management and developmental coaching diverge, and can even conflict. Here, the organizations goals (e.g., keep the employee, get the employee to model commitment) may conflict with the employees goals (get a different job, be home with kids in the evening.) When we also consider the authority and power the supervisor has over the employee, the potential for misunderstandings and mistrust is even more apparent.How to Succeed in Developmental Coaching In order for developmental coaching to be successful in a supervisory relationship, the coaching must meet four conditions: The goals of the boss must not be in conflict with the personal and professional goals of the subordinate, or the boss must be able to place other considerations temporarily in the background in order support the dedication of the coaching, in good faith, to the best interests of the subordinate. Doug Silsbee828-254-2021 ds@dougsilsbee.com dougsilsbee.com 48. The subordinate must be motivated to make a commitment to learning and development for reasons of his or her own. Both parties must be able and willing to draw distinctions between the coaching aspect of their relationship and other aspects, separating the development process from power issues and supervisory consequences. The boss and subordinate must trust each other that the first three conditions are present.If any of these conditions is not present, the supervisor will have a difficult time coaching the subordinate and may need to find a different means to provide development support for the subordinate. If the two parties meet these conditions, they can build a real coaching relationship dedicated to the employees growth. Ultimately, the employee must decide if the relationship is trustworthy, as coaching imposed on employees rarely works. Going through the motions of coaching without real openness and investment on the part of the employee does not create the conditions for development.Why Developmental Coaching?Developmental coaching is an embodiment of the often-stated organizational value that Our people are our greatest asset. Often, organizations saddle their greatest assets with excruciating workloads, stress, and conflicting priorities. The bottom line is that any organization can only meet its goals to the degree that people make them happen. Morale, achievement, and commitment all relate closely to the employee perception that the boss understands and responds to the employees individual needs.Developmental coaching, then, is a way for any manager to send the message that employees truly are the companys most important assets. While this is also a matter of the larger organizational culture, any supervisor or manager can greatly influence this perception within his or her department or business unit.Here are examples of some fruitful areas that developmental coaching often addresses: Developing a specific, job-related competency that will help the employee achievehis or her career objectives, whether inside or outside his or her current job. Managing time and priorities more effectively in order to achieve better life balance. Exploring alternative career paths and career development strategies. Developing strategies to deal with office politics and difficult people. Recognizing and managing difficult emotions in the workplace. Clarifying the employees long and medium-term life and career goals. Managers who are coaching direct reports need to set aside a special time and circumstance for the coaching aspect of their relationship. The supervisor and the subordinate can then place their relationship issues in the background and concentrate on the subordinates development. During this process, you may find it useful to ask yourself: If my coaching leads to my employee leaving the company, will I have served the organization? If the answer is no, you may find it difficult to really serve the employees learning needs. If yes,Copyright 2005, Doug Silsbee. Permission is hereby granted to reproduce this piece in its entirety, provided that no changes are made, the intact resource box at the end is included, and a copy of the use is provided to the author. For permission for edits, excerpts, or other changes, contact Doug Silsbee at 828-254-2021 or ds@dougsilsbee.com. 49. you probably recognize that keeping dissatisfied people in the company doesnt serve either the company or the employee. Either way, asking yourself the question will help discern your real objectives in coaching.Getting the Best from Developmental Coaching Paying attention to a few practical and proven strategies can greatly increase the probabilities that real developmental coaching will work. Consider the following: Invite your employee into a coaching relationship. Discuss with him that youd like to make some time available to him to support his learning in areas that are of interest to him. Offer to be a support and a resource to him, and make the distinction that you are focusing on his learning and objectives. Dont be put off if the employee appears skeptical or doesnt immediately jump on the opportunity. It may take a while to build trust; be willing to start small. Ask the employee how you can be most helpful, and encourage her to define what she needs from you. When the employee begins to define the territory that the conversation will cover, she develops ownership in the process and begins to experience you as a support and resource, rather than as a boss. Be clear in your own mind, and explicit with the employee, that these coaching conversations are for the development of the employee. Reinforce that there will be no organizational consequences for what is shared in these conversations. The employee may be hesitant to trust this at first. Maintaining the integrity and trust that the employee places in you is critical to building a robust coaching relationship. Of course, you must be candid and willing to say if you dont believe you can be helpful in a specific area. Sometimes you may not feel knowledgeable in a particular area, and you may need to connect your employee to others inside or outside the organization who can be helpful resources. On rare occasions, a coaching discussion may stray into personal areas that you are not trained to handle. In these situations, you may need to discuss with your employee whether a referral to an employee assistance program or an outside resource is appropriate. As openness to this new kind of relationship develops, work out the details of structure (frequency, duration of conversations, location, etc.) in ways that are agreeable to both. Again, start small and go for early, small successes. Be clear with each other whats on the table for discussion, and whats not. Give your employee evidence of your support for her. When situations occur that challenge your agreement or require you to distinguish between serving organizational and employee goals, it can be reassuring for the employee to hear how you handled them. Seek opportunities to present your employee with choice pointsopportunities to discuss either of a couple of different topics or lines of discussion. Making choices puts the employee in charge of the conversation and demonstrates that you are in service to her needs.Copyright 2005, Doug Silsbee. Permission is hereby granted to reproduce this piece in its entirety, provided that nochanges are made, the intact resource box at the end is included, and a copy of the use is provided to the author. Forpermission for edits, excerpts, or other changes, contact Doug Silsbee at 828-254-2021 or ds@dougsilsbee.com. 50. Provide feedback and encouragement when you see that the employee is takingresponsibility for shaping the coaching process. The employees awareness of this sub-text of the coaching relationship is key. Helping him become aware of ways in which heis defining his development needs, and asking for support, is empowering.While developmental coaching isnt possible within every supervisory relationship, the loyalty and learning that result make it well worth exploring. To do it successfully, you and the employee must undertake a mental shift to a new way of seeing the relationship. Realize that this shift is not automatic and will happen over time. Once it occurs, however, you will be able to set aside your role as representative of organizational authority, and serve as a support and resource for the employee. While this type of coaching does require attention, the rewards of this redefined relationship are enormous. Doug Silsbee is an executive coach and master teacher, practicing in Asheville, NC. You can learn much more about Dougs work at http://dougsilsbee.com and in his book The Mindful Coach: Seven Roles for Helping People Grow. Order through local bookstores or online at Dougs website. Doug will also work with you, over the phone or on site, to help you and your organization develop effectiveness, resilience, and fulfillment. Inquire at ds@dougsilsbee.com or 828-254-2021 for more information or a free consultation. Copyright 2005, Doug Silsbee. Permission is hereby granted to reproduce this piece in its entirety, provided that nochanges are made, the intact resource box at the end is included, and a copy of the use is provided to the author. Forpermission for edits, excerpts, or other changes, contact Doug Silsbee at 828-254-2021 or ds@dougsilsbee.com. 51. The Manager as Coach: Tools for Teaching By Jill Geisler (more by author) Leadership & Management Group LeaderThink about the best teachers in your life. Who were they? Your list may include traditional schoolmasters, but it may also draw from other areas: family, clergy, athletic coaches, friends, work supervisors, or military leaders.There was something each of your best teachers did that connected with your needs and interests. And chances are, those best teachers had styles that were not identical to one another. But what they had in common was the ability to reach you.What is the secret to good teaching? The best teachers help us discover, then celebrate the discovery with us. That process takes longer than simply telling people to listen, take notes, memorize, then parrot back the words.The secret is coaching.By its very nature, coaching is personal. And that is what makes it powerful. It is teaching tailored to the uniqueness of each student; a prescription, if you will, for their healthy growth.Coaches are teachers who know their material well, and know their students equally well. They have an understanding of the student's current grasp of the subject. They know because they have asked questions. They have listened.Managers have many responsibilities; coaching is among the most important. Coaching does not simply correct today's problem; it helps keep the problem from resurfacing. The employee not only understands the goal, but can teach it to others. Coaching may take longer than correcting, which is a quot;quick fix,quot; but it is longer-lasting. It builds a body of understanding, and, if done well, helps build a workplace culture.How does a manager shift from quot;corrections officerquot; to coach? It can be easier than you think. Here are some of the things coaches do:1. Coaches know their students. They pay attention to their work and tothem as human beings. They never make assumptions about the motivesthat drive the student's words or actions. They take time to learn the 52. person's hopes, fears, and history. 2. Coaches check their egos at the door. They resist trying to impress astudent with their knowledge. Their satisfaction comes not from hearingsomeone say quot;how do you know so much?quot; but in seeing the student growhis or her skills. When coaching is done well, learners believe theypersonally have discovered ideas and answers, hence, they may neveracknowledge the coach's contribution. And that should be just fine withthe coach. 3. Coaches ask questions. What are we aiming for in this story? What did yousee out there? What did you like most about the assignment? What's causingyou concern? How would you like to approach the problem? Who else mightwe want to include? Is there another way to look at this? What wouldhappen if we turned things upside down? 4. Coaches listen completely. They resist the temptation to give instantadvice or answers, even if they have them at the tip of their tongue. Theygive the student time to get a point out fully, and only then work todevelop a coaching conversation. They resist phone calls, door knocks, andthe errant material lying atop their desks. When coaching is underway, themost important gift a coach gives is complete attention. 5. Coaches are positive. They emphasize growth and goodness. They catchpeople doing things right and reward them with praise. Coaches are notinsincere or flattering; they are genuine and specific in their praise. Theygive the student details about what is being praised and why. They do notshy away from honest feedback about things that need strengthening, buteven critical feedback is framed in a non-threatening manner. 6. Coaches look for quot;teaching moments.quot; Coaches are always on the alert foropportunities to reinforce values and skills. These are quot;teaching moments.quot;They may happen in formal meetings or casual conversations; in bringingpeople together, in calling upon a person to share the quot;how I did itquot; of asuccess story with others, through department-wide memos or personalnotes. But when it comes to quot;teaching moments,quot; coaches are careful: theypraise in public, and criticize in private. 7. Coaches inspire. Don't be frightened by that notion. You may not think ofyourself as an inspirational figure, and your humility is laudable. But eventhe most humble leaders were known for their values. People around themknew what they stood for. What do you stand for? It can take courage to beinspirational, to overcome your own fears. You may fear public speaking,fear contradiction, or fear failure. If so, then seek out a coach to help you 53. achieve the goal of inspiring others by your words and deeds. 8. Coaches are responsible risk-takers. Coaches know the rules of the roadso well that they don't fear an occasional detour. They celebrate creativitythat respects values but tries things a different way. They rewardinnovation. They aren't afraid to laugh at themselves or look foolish to helpget an important point across. While helping others grow, they are alwayschallenging themselves to do the same. They do not fear change orchallenge. They do not hesitate to say quot;I'm sorryquot; when they makemistakes. And even the best coaches do.Coaching, properly done, is immensely rewarding.The student or employee is excited about learning, has greater mastery of material, and has enhanced self-confidence. A workplace with a coaching culture can be a better place to work; more positive, more value-and-quality driven, more humane.There is no greater gift we can give to colleagues than the confidence that we believe in them and that they have earned it.That is the coach's gift 54. The Manager As A Coach By Ninive BadilescuFeb 9, 2005 In an effort to attract and retain talent, companies are employing new approaches to managing their employees. More and more we see a shift towards offering employees the opportunity to achieve professional growth through self-awareness, clear and detailed career plans and a coaching management style approach. Sean McPheat , CEO of the Executive Coaching Studio describes the Coaching Management Style as: Directed towards professional growth of employees. Manager focuses on helping employees identify their strengths and weaknesses, improvement areas and set development plans that foster career goals. (The) manager creates an environment that supports honest self-assessment and treats mistakes as learning opportunities in the development process. When acting as a coach, the manager has to remember that coaching should be a continuous process. As such he/she should avoid employing it solely for dealing with an acute problem. While coaching can deal with the odd issue such as: absenteeism, low productivity, etc, managers should use coaching as part of their talent management activities. All managers who successfully use coaching as a management style base their actions on a few principles/beliefs: Know your employee: the more you know your employee the easier it will be to help them on the path to self-awareness. Knowing their strengths and weaknesses will pave the way to better development planning increased performance on the job, job satisfaction and recognition. All these translate into a happier and more loyal employee. Listen: the managers successful in employing a coaching management style have great listening skills. It is more important to listen and understand the other person than it is to think of immediate solutions. These managers listen to what it is said and also to what is it left out. Sometimes discovering what is not put into words holds the key to a successful coaching session. Ensure commitment: both parties (manager and employee) have to be fully committed to the process. Lack of commitment on either side will result in failure. The International Coach Academy has introduced the term UAC which stands for Underlying Automatic Commitments. According to this principle people are always committed to something whether it is something 55. beneficial or not, whether on a conscious or unconscious level. Therefore our experiences are based on what we are committed to at the time and on our core individual commitments. Developing and ensuring commitment to the coaching process will result in a successful coaching process. Offer structure: a successful coaching program needs a cohesive structure. Building appropriate structures is sometimes half of the work offering the work frame for the process, ease of results monitoring and clear parameters to work with. Inspire trust: a coaching relationship cannot exist without trust. The employee should feel supported, enthused and safe in his/her coaching relationship. There are no shortcuts for this. Lack of trust will lead to lack of communication, lack of commitment and ultimately failure. Dont judge: a good coach is non-judgemental. The manager as a coach should avoid judging. A safe and supportive coaching environment cannot be built on judgements. Give feedback: feedback should be neither positive nor negative but simply state facts. While you would be happy to have your client read positive feedback in your praise you do not want to imply criticism when the feedback can be seen as negative. Stick to the facts and they will send the right message. Follow-up: following up on results reinforces commitment and creates the right environment for continuous improvement. There are no substitutes to a consistent and structured follow-up. Be fair, be consistent, be open and supportive in your follow-up and the changes will follow. Author's Bio Ninive Badilescu CPC, the founder of UAchieve Coaching, is an Executive & Career Success Coach specialised in helping individuals achieve excellence in their jobs through the design and implementation of successful career strategies. A successful outcome is based on careful planning, consistent action, timely feedback and continuous improvement. Ninive can help make your journey easier, faster and more fulfilling. For information on her programs and to receive a FREE Career Assessment please visit her website at: http://www.uachievecoaching.com or send her an email: ninive@uachievecoaching.com.