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Developing Coaching Skills for the Workplace (DCS)

Developing Coaching Skills for the Workplace (DCS). Programme. 9.30 Welcome back 9.45 Session 1: The nature and purpose of coaching 10.30 Session 2: Coaching styles and models in the workplace 11.15 Break 11.30 Session 2 cont’d 12.30 Lunch

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Developing Coaching Skills for the Workplace (DCS)

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  1. Developing Coaching Skills for the Workplace (DCS)

  2. Programme • 9.30 Welcome back • 9.45 Session 1: The nature and purpose of coaching • 10.30 Session 2: Coaching styles and models in the workplace • 11.15 Break • 11.30 Session 2 cont’d • 12.30 Lunch • 13.30 Session 3: Implementing coaching in an organisation • 14.30 Practical sessions (inc. break) • 16.30 Assessment briefing • 17.00 Summary and close

  3. Learning objectives By the end of the unit you will be able to: • demonstrate an understanding of the nature and purpose of coaching • determine how to use a coaching style to improve performance in the workplace • identify the ways in which coaching can be implemented in an organisation

  4. Skills assessment briefing

  5. The nature and purpose of coaching SESSION 1

  6. Activity 1 Small groups. 15 mins. Discuss what is meant by ‘coaching’ what are the differences between counselling, training, mentoring and coaching? why might we use coaching in the workplace?

  7. Definitions

  8. Purpose of coaching

  9. Benefits of coaching CIPD Learning and Talent Development Survey, 2010)

  10. Benefits of coaching • For the coach/organisation: • improved employee performance • develops skills of coach • shared responsibility frees coach up to innovate and focus on building relationships • increases creativity • agreements upheld more often • more cost effective and targeted than other L&D interventions • focus on skill development where needed • For the coachee: • employee feels more intrinsically motivated, committed and in charge • increased self-esteem and confidence • more creativity and support for innovative problem-solving

  11. Coaching styles and models in the workplace SESSION 2

  12. Coaching styles Directive Non-directive Coach’s input Coachee's input Coachee knows what, why. May need coach’s reassurance on the how. Coachee works with-out direction. S/he initiates help if needed. Coach tells, directs, sets goals, boundaries. Explains what, why, how. Coach explains what, why. Encourages coachee's input, ideas on how.

  13. Activity 2 Small groups. 15 mins. Identify the responsibilities of the coach and coachee in a coaching relationship. Flip chart your answers

  14. Responsibilities in coaching

  15. Coaching models • ‘GROW’ (Whitmore, Alexander, 1980s) • ‘Working with interference’ (Gallwey, 1974) • ‘Solution focused coaching’ (Szabo, 2009) • ‘Situation based coaching’ (Hersey and Blanchard, 1972)

  16. GROW model

  17. The ‘GROW’ model (I) • For our work together generally/for this session? • What will achieving this do for you? • What will success sound/look/feel like? • How will things be different from now? • How can I help you best? Goal • What’s happened so far? • Who’s involved? • What’s happening now? • How does this challenge you? • What have you done so far? • What’s the effect on you? • What stops you from moving forward? Reality

  18. The ‘GROW’ model (II) • What else could you try? • What if…? • If s/he were here now, what would you say? • What stops you? • What are the pros and cons of each option? • If you weren’t (unsure/nervous/tentative), • what would you do? Options • What are you going to do? When? • Will this meet your objectives? • What problems might come up along the way? • How to overcome them? • What/whose support do you need? • On a 1–10 scale, how motivated are you? Will (Review) * Based on the work of John Whitmore and his book, Coaching for Performance (Nicolas Brealey Publishing)

  19. Realising potential Potential Interference Performance • External • Lack of resources • Lack of support • Insufficient information • Poor communication • Company policies • Lack of / poor training • Inadequate skills • Internal • Lack of self-confidence • Low self-belief • Limiting beliefs • Negative self-talk: • I can’t, shouldn’t, mustn’t • ‘It never…’, ‘I always…’ Adapted from The Inner Game of Work by Timothy Gallwey. Orion Business Books. ISBN 1-84203-015-9

  20. Working with ‘internal interference’ as a coach Work in the ‘here and now’ Unlearning rather than learning Non-judgemental Be transparent Noticing congruence/ incongruence INTERNAL INTERFERENCE Listen, learn to trust your own intuition, senses Be curious, encourage curiosity Encourage coachee’s self-trust Listen for what’s not said Encourage coachee to permit themselves to be human

  21. Implementing coaching in an organisation SESSION 3

  22. Creating a coaching culture in organisations Be clear what a coaching culture means to your organisation. What will it look, sound, feel like? Practise what you preach Define and communicate organisational values Be accountable Management training based on those values Encourage feedback, listen, respond Creating a coaching culture Transparent communications Train top–down Ask, ‘How does our organisation respond to success/failure?’ Train managers to coach See training as just part of the process. How will you maintain / build on the momentum it generates? Challenge unwanted behaviours Reward wanted behaviours, that is, those that reflect organisational values Involve your people Review your reward / appraisal process

  23. Steps to consider in developing a coaching culture establish why a coaching culture is needed – how will it serve the business? make the link between the coaching culture strategy and the core strategy build an appreciative and developmental view of the organisation's current and aspirational culture consult with senior management develop a select community of appropriate external coaches

  24. Steps to consider in developing a coaching culture (cont’d) 6. give all managers basic training in coaching skills 7. ensure that coaching is built into all HR processes and metrics including performance measurement 8. explore how a coaching approach can be used by staff at all levels with key stakeholders 9. regularly review external and internal providers, and assess where the organisation is on its coaching culture journey (Adapted from Hawkins, 2008)

  25. Activity 3 • Small groups. 15 mins. • One group to make the case for using internal coaches • One group to make the case for external coaches • Flip chart your answers

  26. Skills assessment

  27. Assessment briefing - DCS

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