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Coaching for Performance Session 1

Coaching for Performance Session 1

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Coaching for Performance Session 1

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  1. Coaching for PerformanceSession 1

  2. Introductions • Objectives • Definitions • Principles of coaching • The business coaching model • Models • A refresher on communication skills (giving and receiving feedback) • Forms and templates Topics

  3. Session times • Coffee 10.30am / 2.30pm • Finish 12.00pm / 4.00p • In an emergency: drop, cover hold • Fire exits and meeting point • Bathrooms • Where’s the coffee? Timings and Housekeeping

  4. Context • Adopt a person-centric approach to support staff to achieve personal and professional goals and that will drive performance. Take seriously Stats NZ’s responsibility to steward the careers of our employees. • Tie into the Talent Development Plan framework to ensure we attract and retain the right talent to sustain performance.

  5. Piri papa te hoe, awhi papa te hoe – Keep the paddle close and embrace it • Kia piritahitewaihoe – Enable us to paddle as one • Ki tewhaiao, kit e aomārama – Through the turbulent waves, unto calmer seas He Whakatauki

  6. TO: • improve performance • identify goals to work towards • help employee’s achieve their goals • retain top staff • develop leaders • develop a person for the talent pipeline • ensure success for new employees • Manage the Stats NZ culture Principles:The “Why” of Coaching

  7. Coaching is a conversation, whereby a coach and coachee interact in a dynamic exchange to achieve goals, enhance performance and move the coachee forward to greater success. Principles:The “What” of Coaching Coaching is about learning Coaching is more about asking the right questions than providing answers Coaching is a conversation

  8. Every person has resources for improving performance People know more than they think The “What” of Coaching Useful questions are worth more than commands Each person is responsible for their contribution SOLUTION FOCUSED Challenging goals can bring out the best in people Small changes have large effects. Try the smallest change first. Every setback represents a learning opportunity

  9. Objective: get as many snowballs into the cup as many times as possible in 2 minutes. • Constraints: • Stand at least 1.5 m apart • No moving the cup to ‘catch’ the snowball • No extra time allowed Snowball coaching In pairs: Create at least three snowballs. One person stands still with the cup at waist height. One person throws the snowball. Keep score. 2 minutes per snowball thrower: 4 minutes in total

  10. When Where Everyone can come across opportunities to coach, use a quiet meeting room or office space, e.g.: such as at performance review time – quiet office setting informally, following a meeting – without others around – keep it between the parties When and Where? You may have formed the impression that you can only coach at certain times, e.g.: • When setting objectives • When delegating • With new staff • BUT: you can coach at any time It’s not about how long you spend with people but how well you spend that time.

  11. 7 New Habits 7 Ask one question at a time. Just ONE question at a time.

  12. What’s on your mind? And what else? What’s the real challenge here for you? What do you want? How can I help? If you are saying Yes to this option, what are you saying No to? What was most useful for you? 7 QuestionsActivity In pairs: Select a scenario and practice using the 7 questions during a conversation. Ask one question at a time. 5 minutes per speaker: 10 minutes in total

  13. GOALS, REALITY, OPTIONS AND WILL • GOALS– What are we trying to achieve, what is the desired outcome? • REALITY: what is the situation and how does it look from different points of view? • OPTIONS: what are our possible courses of action, and what are the benefits and risks of each one? • WILL: What are your next steps, who will do what, how and when, what might get in the way? GROWCoaching Conversation

  14. https://www.youtube.com/watch?v=tnm3VwfX7GsG GROWIn Action

  15. Challenge and support Adapted from: Daloz, L. A. (2012) Mentor: Guiding the journey of adult learners. Wiley: New York.

  16. Start small Break a habit Action planning

  17. Coaching for PerformanceSession 2

  18. Introductions • Objectives • Boost and SBI model • A refresher on communication skills (giving and receiving feedback) • Forms and templates Topics

  19. Session times • Coffee 10.30am / 2.30pm • Finish 12.00pm / 4.00p • In an emergency: drop, cover hold • Fire exits and meeting point • Bathrooms • Where’s the coffee? Timings and Housekeeping

  20. What worked well? • What didn’t work so well? • What templates worked for you? • Has the coaching exercise changed your view on what your role as a manager is? Debrief

  21. Where are you on this scale? Scale

  22. Obstacles from the employee's point of view could be: • I don’t want to take on more tasks • I can't see the value of spending time on this • I will agree, but then not get around to do the actions because ..... (list of excuses) pg 32 Barriers to coachingActivity In groups: 1. Brainstorm your responses to the above obstacles. 2. Make notes. 3. Share responses with the group. 4. 8 minutes

  23. ‘I don’t want more tasks’ • ‘I can’t see the value of spending time on this’ • ‘I will agree (but then not get around to doing the actions)’ • ‘I just don’t know’ • ‘Just tell me’ • ‘But you’re not an expert in the topic – what do you know about my work’ • ‘You’re a new manager’ • ‘Too emotional’ • ‘Culture’ Possible Barriers -Employee

  24. ‘I just want to tell them!’ • ‘It’s a simple answer’ • ‘My own bias’ • ‘Too many domain experts’ Possible Barriers -Manager

  25. Put employee at ease • Define reason for discussion • Acknowledge and listen • Seek opinion • Ask open ended questions • Let employee know you respect their ability to solve problems • Offer suggestions where appropriate • Agree on actions • Set ground rules • Seek permission Building Rapport

  26. Even though we don’t really know what the issue is, we’re quite sure we’ve got the answer they need. Listening

  27. Every fibre of your body is twitching with a desire to fix it, solve it, offer a solution to it. Listening

  28. Giving and receiving feedback

  29. Make it an ongoing thing • Base it on facts and observations • That ‘golden rule’ – do as you want to be done by • Check back – follow up Giving and receiving feedbackIt’s all in the delivery

  30. Balanced:Are you ensuring there is a mixture of performance improvement feedback with praise rather than a “dump” of negative feedback? • Are you allowing the person to speak and have their questions answered? • Observed:  Feedback should be based on something that you have seen. • Objective: The feedback should be based on what actually happened. Focus on the activity that was taking place. “Every day you have been more than 30 minutes late arriving” is significantly more objective than “you are lazy”. • Specific: Look to be as accurate as possible and use specific examples of what and when the behaviour occurred. • Timely: Ensure that you give the feedback as soon after the task or activity took place. The sooner the better. Giving and receiving feedbackB O O S T

  31. SituationDescribe the situation. Be specific about when and where it occurred • Behaviour:  Describe the observable behaviour. Don’t assume you know what the other person was thinking • Impact: Describe what you thought or felt in reaction to the behaviour. • https://www.youtube.com/watch?v=Q9SmLOh84z8 Giving and receiving feedbackSBI

  32. Examine options and consequences • Encourage creative ways of thinking • Help make decisions to solve problems • Agree on small steps to build up the plan to its conclusion • Give advice and direction sparingly • Don’t expect every meeting to end in an action plan Action planning

  33. FeedbackActivity In pairs: Select a scenario from the workbook and provide some feedback using either the BOOST model or the SBI model to your ‘employee’. Use any of the feedback responses from the workbook. Pg. 27 3. 4 minutes per speaker: 8 minutes in total

  34. Formal vs informal coaching

  35. Activity • Answer the 10 multiple choice questions – Page 34 • Identify your baseline knowledge of coaching Test Yourself

  36. Forms, checklists, planners, discussion starters and more….

  37. Say Less • Ask More • Change the way you lead forever The Coaching Habit

  38. J D I - Just do it! What’s next? Build your coaching habit: Start somewhere easy Start small Buddy up If you slip up – get back on the horse

  39. Good luck!

  40. Challenge and support Adapted from: Daloz, L. A. (2012) Mentor: Guiding the journey of adult learners. Wiley: New York.

  41. Unused slides

  42. As a result of attending this workshop participants will: • Know about the principles of coaching – who does what? • Learn and practice the techniques for coaching conversations • Practice using GROW coaching questions • Know when to use formal vs informal coaching • Review tips on overcoming barriers to coaching • What have you come to learn about? Objectives

  43. Principles of coaching

  44. The COACH: The EMPLOYEE: R and R Collaborates on the Agreement Collaborates on the Agreement Sets goals Probes the reason for the goals Creates a development plan Suggests areas for improvement Completes development activities Supports the development plan Provides feedback Reflect on activities and progress Agree on new goals Set new goals

  45. When employees appear unmotivated? • When there are excessive errors? • When deadlines are missed? • When employee’s work is falling below standards • When employee is displaying a need to fine-tune skills Would you agree?Is coaching appropriate?

  46. A continuum • Informal, on-the-run coaching. • Undocumented, ad hoc process. • Communication or management style • Corridor coaching • Formal, structured workplace coaching. • Fully documented, structured process. • Designated coaches • Supervision • Goals • Specific programme Build your coaching habit: Start somewhere easy Start small Buddy up If you slip up – get back on the horse

  47. Planning and Development The “When” of Coaching Assessment / Performance Review Teamwork and team building Task performance Problem solving Relationship issues

  48. Time for a break Wellington: 15 minutes for a cuppa