Performance coaching skills 2011 , Warszawa

1. Performance coachingskills 2011, Warszawa Joanna Antkiewicz Agnieszka Kacperska-Górczyńska

2. Day 1

3. Introductions • Name • Current role in PwC • What do you expect to get from this workshop? • One thing you arereally passionateabout!

4. Coaching skills – Objectives By the end of this workshop you will be able to: • describe what coaching is and what isn’t and whatare major benefits of coaching style • usecoaching as part of everyday life, informal and formal situations – internally and externally (e.g. with clients) • describehowcoachingisallignedwithPwCExperience, induction, onboarding, PC&D, TBL • applyyour core coaching skills: active listening, summarizing, questioning and giving feedback and recognition • understand more fully your own style and preferences and get feedback on how you coach • relateallthat to yourwork, company, people, processes and work out practicalindividualsolutionsthatyoumaytakewithyouafterthesetwodays

5. Content and Methodology • Day 1 - Toolkit for coaching • 09.00 - 17.00 • Introductions, objectives • Defining Coaching • Leadershipstyles 10.30 Coffee Break • Key elements of Coaching • GROW model 12. 30-13:30 Lunch • Listening skills • Questioning skills 15:00 Coffee Break • Coaching practice – pulling it all together • Methodology • Experiential – a lot of practice and feedback • Practical – a few useful models

6. Content and Methodology • Day 2 Application • 9:00-16:00 • Coaching feedback • 10:30 CoffeeBreak • Coachinglanguage • Recognitionfeedback • 12:30-13:30 Lunch • Coaching in the context of • PwC Experience, Clients, • PC&D, TBL • 14:45 Coffee Break • Me as a leader and a Coach • Methodology • Experiential – a lot of practice and feedback • Practical – a few useful models

7. Contract – red cards, green cards • Green card behaviours – the behaviours we want to encourage • Red card behaviours – the behaviours we want to discourage • Split into two groups: • One group lists the red card behaviours • One group lists the green card behaviours • Time: 5 mins • Share with the whole group , check understanding and agree the final list

8. What do we mean by Coaching? 1

9. Exercise: definitionof coaching • Discuss: • What doescoaching mean to you? • What situations do you use coachingin? What would be our definition of coaching as a group in PwC?

10. Coaching Definition • Coaching is unlocking a person’s potential to maximise their own performance and consequently make best impact on the organisation. • It is primarily helping them to learn rather than telling them or teaching them

11. My coaching journey - application of coaching skills in PwC Attraction & recruitment Teaming TBL Related Induction in PwC experience Being a Manager and coaching for Performance -Coaching in the workplace -Lunch & learns Being a Senior Manger/Director/Partner and coaching for Potential -Master Class -Groupmentoring Being internal Executive Coach -AEoC accreditation -Mentoring supervision Onboarding -PC& D related (being a Coachee-coaching bites Being a PC&D Coach- PC&D training) WithClients

12. Push and pullstyles of leadership Helping someone to solve their own problem PULL PUSH Solving someone’s problem for them „Telling”- moremanagerial style „Enquiring- coachingstyle” What are the benefits for each style? In which particular situation one might work better than the other? What type of employee may need more of one or another? What is your preferred style?

13. Coaching Styles and Behaviours PULL Helping someone to solve their own problem NON-DIRECTIVE Listening to understand Reflecting Paraphrasing Summarising Asking questions to raise awareness Making suggestions Giving feedback Offering guidance Giving advice Instructing Telling PUSH DIRECTIVE Solving someone’s problem for them

14. Push and pull style

15. Keyfactors for Coaching 2

16. Keyfactors for coaching Coaching Processes To Grow model Coaching Behaviours and Skills ActiveListening Questioning Contracting Goalsetting, Action planning Feedback LeadershipStyles Directive-managerial Non directive- coaching Push-Pull Environment of trust and respect

17. GROW Model What is happening? Invite self-assessment Offer specific examples of feedback Check assumptions What do you want to achieve? Agree specific objective of session Set long term aim if appropriate Goal Goal Reality Reality What is the issue? Agree topic Topic Options Will • What canyou do? Cover all options Offer suggestions carefully Invite to make choices What will you do? Defineyour action plan Identify possible obstacles Assigntiming, agree support Declarecommitment

18. The GROW Model:GOAL Reality • Agree topic for discussion • Agree specific objective of session • Set long term aim if appropriate • Useful Questions • What would you like to achieve? • What is it you would like to discuss? • What would you like to be different when you leave this session? • What would you like to happen that is not happening now, or what would you like not to happen that is happening now? • What outcome would you like from this session/ discussion/ interaction? • Is that realistic? Can we do that in the time available? • Will that be of real value to you? Goal Reality Topic Will Options Will

19. The GROW Model: REALITY Goal • Invite self-assessment • Offer specific examples of feedback • Check assumptions • Discard irrelevant history • Useful Questions • What is happening at the moment? • How do you know that this is accurate? • How often does this happen? Be precise if possible. • What effect does this have? • How have you verified, or would you verify, that that is so? • What other factors are relevant? • What is other people’s perception of the situation? • What have you tried so far? Goal Reality Will Options Will

20. The GROW Model: OPTIONS Goal Reality • Cover all options • Invite suggestions from the coachee • Offer suggestions carefully • Invite to make choices • Useful Questions • What could you do to change the situation? • What alternatives are there to that approach? • What approach/actions have you seen used, or used yourself in similar situations? • Who might be able to help? • Would you like suggestions from me? • Which options do you like the most? • What are the benefits and pitfalls of these options? • Rate from 1 - 10 your interest level in the practicality of each of these options. Goal Reality Will Options Will

21. The GROW Model: WILL • Make steps specific and define timing • Identify possible obstacles • Commit to action • Agree support • Useful Questions • What are the next steps? • Precisely when will you take them? • What might get in the way and howareyougoing to copewithit? • What support do you need? • What have you achieved through this conversation? • In what way was this conversation helpful to you? Goal Reality Goal Reality Options Will

22. Optionalexercise: GROW Demo – Broadcast • Observe: • 1) Process- structure to this conversation • 2) What particular questions could be associated with G R O W? • 3) Any comments/reflections/thoughts • … and this time not thecontent  !

23. Exerciseinplenary • Group coaching session: 4 coaches, one coachee, observers • Coachee- talks about real challenge • Coach 1- asks questions related to Goal • Coach 2- asks questions related to Reality • Coach 3- asks questions related to Options • Coach 4- asks questions related to Will • Observers- write down questions that were used • Debrief in the whole group

24. Corecoachingskills 3

25. Whatarethecorecoachingskills? • Listening • Questioning • (sometimescalledinquiryskills)

26. Coaching skills Coaching Processes To Grow model Coaching Skills ActiveListening Questioning Contracting Goalsetting, Action planning Feedback LeadershipStyles Directive-managerial Non directive- coaching Push-Pull Environment of trust and respect

27. Exercise: Active listening and establishing rapport • Person A talks about their natural leadership and management style • Person B listens and follows instructions • Set up two lines and sit down in front of someone • Five rounds • Rotate after each round

28. Active listening and establishing rapport Instructions for listeners (line B) Visibleonly to listeners

29. Active listening and establishing rapport Instructions for listeners (line B) Visibleonly to listeners

30. Active listening and establishing rapport Instructions for listeners (line B) Visibleonly to listeners

31. Active listening and establishing rapport Instructions for listeners (line B) Visibleonly to listeners

32. Active listening and establishing rapport Instructions for listeners (line B) Visibleonly to listeners

33. 3-Level Listening – Empathy and EmotionalIntelligence Facts / Informationto understandrational Head Heart Emotionsto understandnon-rational Gut Beliefs/Assumptions/Values/Motivation/ Drivers to understandbehind and betweenwords

34. Exercise: 3 levels of listening • Stage 1:One person shares with others their own story fromthe past that was a veryemotionalexperience . • Others listen carefully at 3 levels - each on a different one • Head - Facts • Heart - Emotions • Gut – Values & drivers Stage 2: After about 5 minutes each listener reflects back what they have heard /noticed at each level • Head – what I have heardyousaid …. • Heart – when I listened I felt.., I have noticed you may feel .. because.. • Gut – my gut feeling is … and I wonder if that is useful Stage 3: The speaker summaries by sharing their reaction (what did they notice in themselves as they heard the responses) • Exercise in 3 groups of 4 • Time: 15 minutes in total (5 mins per stage)

35. Goodlisteningbehaviours • Keep eye contact • Match the posture • Encourage by nodding, say: „Mhm, right, tell me more, etc.” • Reflect what you see by adding your observations of their behaviour, say: „...and as you said xyz I noticed you…” • Reflect what you hear on 3 levels: -head: facts -heart: feelings -gut: values, motivations

37. Filtersinlistening • Inside us: • Beliefs • Knowledge • Experience • Culture we were brought up • Outside us: • Noise • Time pressure • Phones, emails

38. Clarifyingtechniques • Bracket Internally set aside your immediate reactions, conclusions and judgments in order to get curious about the speaker’s meaning Paraphrase Rephrase using your own words to confirm the speaker’s meaning • Mirroring Mirror back the exact words a speaker uses to help both of you realize and understand their relevance • Check perceptions Deepen your ability to support and empathise by checking out your belief about the speaker’s unspoken thoughts and/or feelings

39. Types of questions and what we want to achieve by asking them • Types: • Open • Closed

40. Characteristics of an engaging question • Open • Short • Not complex • One at a time • Not leading or suggesting solution • Havingthis „hmmm”, „goodquestion!” orworkingsilenceeffect • Be careful with - why?

41. Exercise: asking an engaging question • In trios: • One person speaks for max 3 minutes about his/her challenge. • The other people write down one question with the intention of helpingthe speaker to discover how to move forward (one good engaging question) • Change roles

42. Whose agenda?

43. Exerciseinpairs: Pulling it all together • Coachee: bring a real challenge, preferablyPC&Drelated • Coach: usetheskillsyou’velearnttoday to coachyourclient • 15 minutes for the session • 5 minutes for debrief: • coach: whatam I proud of? • coachee: whatdidthecoach do that was helpful to me? • Changeroles • Group debrief

44. Debrief • What have you learnt? • What was your major discovery from today ? • Surprise, surprise… 

45. Day 2

46. Content and Methodology • Day 2 Application • 9:00-16:00 • Coaching feedback • 10:30 CoffeeBreak • Coachinglanguage • Recognitionfeedback • 12:30-13:30 Lunch • Coaching in the context of • PwC Experience, Clients, • PC&D, TBL • 14:45 Coffee Break • Me as a leader and a Coach • Methodology • Experiential – a lot of practice and feedback • Practical – a few useful models

47. Feedback & its role in Coaching 4

48. Feedback model – push for change A ction(facts) What you did I mpact(influence) …had such result on me D esired outcome (next steps) ...so to have different impact you need… (specific action/behaviour)

49. Feedback model- pull for change • A ction(facts) • - What ‘s your observation on what you did? • - Answer (self analysis in the context of givensituation) • I mpact(influence/consequences) • - How do think it influenced me, my work, team etc.? • - Answer (self refection on consequences, self judgment and autofeedback) • D esired outcome (next steps) • - What do you need to do to have different impact ? • Answer (setting desired outcome by the feedback person) • Then the coaching conversation follows.

50. Short-term and long-term change • CHANGE short-termchange long-term change • Self-awareness • FEEDBACK