Turn to Achievement with COACHING

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Turn to IMPROVEMENT with COACHING Program:

Turn to IMPROVEMENT with COACHING Program www.humanikaconsulting.com

PowerPoint Presentation:

OR AN EMPLOYEE WITH THE “RIGHT” COMPETENCE, CAPABILITY ATTITUDE ? “RIGHT” FOR TODAY OR TOMORROW ? OR TODAY AND TOMORROW ?

Origins of Results Coaching:

Origins of Results Coaching

COACHING is ... everything you do to:

Release aspirations Produce extraordinary results Build Capacity COACHING is ... everything you do to Amid change, complexity, competition Robert Hargrove. Masterful Coaching Field book ©2000

Coaching Theory:

A B Desire for a positive outcome with an individual Having a positive impact Coaching Theory

PowerPoint Presentation:

Coaching is about expanding people’s capacity to create the desired future. It is NOT TELLING PEOPLE WHAT TO DO, but ASKING THEM to examine the thinking behind what they’re doing so it is consistent with their goals. Coaching is about giving people the gift of your presence, asking questions, listening. Robert Hargrove. Masterful Coaching Field book ©2000 p52

So...COACHING is :

So... COACHING is A way to facilitate learning A mutual endeavor; not done to someone Helps coachees gain clarity about themselves and the challenges they face Assists coachees to expand options and make choices among them Supports coachees to develop themselves and reach their goals

Coaching Process:

Coaching Process

The Coaching Challenge:

The Coaching Challenge Self-Management Alignment Engagement System Evolution

Where Coaching Fits with Types of Root Causes :

Where Coaching Fits with Types of Root Causes TYPES OF CAUSES: Absence of or insufficient CLASSES OF SOLUTIONS Skill/Knowledge Motivation Incentives or improper incentives Environmental support Training Additional or fewer responsibilities Process, output or outcome feedback or evaluation Simplify work Job aids Role or goal clarification Reward Change process Modeling Motivational feedback Praise Improve tools/equipment Documentation Values clarification Punishment Change policy Coaching Coaching Contingency management Change work conditions Mentoring Task variation Removal of reinforcement Replace performer Source: Adapted from Lazar (1991)

Coaching Challenges Can Occur at Three Levels:

Coaching Challenges Can Occur at Three Levels Individual performer Department/Unit/Program Organization-wide Source: Adapted from Bergquist (2004)

Where Coaching Contributes:

Where Coaching Contributes If Role is Then Coaching can be used to Supervisor Increase self-awareness, self-management & others-related awareness S/K Develop interpersonal & communications S/K Sustain learning of technical and functional S/K. Managers Above plus Development of effective management practices. Directors; Project Mgrs. Above plus Effective project management practices. C-level; Vice Presidents; General Managers Above plus Increase ability to manage and lead change Shift old habits—then develop new habits & S/K Provide reflection and thought partnership. Source: Lazar (2006c)

Coaching Models:

Coaching Models Include & move beyond one on one coaching: Group coaching Team coaching Peer coaching Shadow coaching Cross-supervisory coaching Coaching culture

Coaching Plus…:

Coaching Plus… Coaching to support: Training & education Onboarding & orientation Expatriation & repatriation Promotional transitions Job changes Leadership changes Health and work-life balance concerns

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Creating the right environment Building Trust and rapport Active questioning and listening Providing feedback Promoting positive outcomes Key Coaching Skills

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Increased motivation Clarity and direction Increased Productivity Ownership and Responsibility positive outcomes Key Benefits Of Coaching

WHY COACH:

WHY COACH COACHING LEADERS COACH WHOM FOR WHAT ? HOW TO COACH WHAT DOES IT TAKE TO BE A COACH THE COACHING PROCESS

JIM KOUZES:

JIM KOUZES “Your work is some of the best I've seen on the contexts of leadership, and you've made a real contribution to our collective thinking about the subject .” -co-author of The Leadership Challenge and Encouraging the Heart and chairman emeritus of tompeters!company

Leadership Resources:

Leadership Resources Time Energy Knowledge and Skills Influence on Information Flow Access to Influence on Decision-Making Credibility

5 Levels of Focus:

5 Levels of Focus

The Dance of Insight:

The Dance of Insight

CREATE new thinking:

CREATE new thinking

Coaching Structure:

Coaching Structure

Coaching – Leveraging Process Competence For Management Excellence:

Coaching – Leveraging Process Competence For Management Excellence INDIVIDUAL EXCELLENCE IS RELEVANT TO ALL LEVELS DRIVER MANAGEMENT QUALITY PROCESS QUALITY FEATURE EFFECTIVENESS EFFICIENCY LEADERSHIP DIRECTING MANAGING SUPERVISING DOING CHART THE UNKNOWN SHOW THE WAY DETAILED PROCESS MANAGEMENT MANAGING DETAIL MANAGING SELF POWER POLICY PROCESS PEOPLE

Coaching Can Help Create A “Culture” Of Performance:

Coaching Can Help Create A “Culture” Of Performance ENTERPRISE PERFORMANCE ORGANIZATIONAL CULTURE ORGANIZATIONAL STRATEGY BUSINESS ENVIRONMENT BUILDING EFFECTIVE LEADERS

Who Needs To Be Coached:

Who Needs To Be Coached DIRECTORS AND BOARD MEMBERS Sounding board Master coach SENIOR MANAGEMENT Developmental coaching HIGH POTENTIAL EXECUTIVES Performance coaching 26

Leaders Benefit From Coaching …….. ?:

Leaders Benefit From Coaching …….. ? A Leader Is One Who: Has Followers…………… Can Ask The Right Questions…… Can Help People Adapt & Change

Selecting & Retaining Leaders In The Management Team:

Selecting & Retaining Leaders In The Management Team WHAT YOU NEED TO MAKE STRATEGIC CHOICES? HOW YOU DELIVER RESULTS? ATTRIBUTES/ VALUES UNDERPINNING THE BEHAVIOURS Understanding... Customer Strategic Context Own Business Results Orientation Managing & Developing Talent Cross-Functional Effectiveness Visible Leadership/ Communication Customer Focus INTEGRITY & TRUST SENSE OF URGENCY SELF AWARENESS Execution... EXECUTIVE PRESENCE

FOCUS OF COACHING:

FOCUS OF COACHING

GOAL -To Develop Effective Leadership:

GOAL -To Develop Effective Leadership ASSESSMENT-HELP CANDIDATES UNDERSTAND THEMSELVES, THEIR MOTIVATIONS, & RELATIONSHIPS INVENTORY of Strengths INTERVIEW OR DIALOGUE SYNTHESIS - through evaluation tools 360/450 CHALLENGE-DEVELOP INSIGHTS CURRENT MINDSETS & LIMITATIONS TO SURFACE DRIVERS & ENABLERS TO DEVELOP NEW PARADIGMS SUPPORT- CONFIDENCE IN THOUGHT PROCESSES TO LEARN TO BELIEVE IN THEMSELVES TO REDUCE THE PAIN & TIME OF LEARNING THOUGH POSITIVE REINFORCEMENT

LEARN or TEACH:

LEARN or TEACH BEYOND A POINT PERFORMANCE HAS TO BE LEARNED, IT CANNOT BE TAUGHT

MENTORING vs COACHING:

MENTORING vs COACHING MENTORING: Is the use of a senior executive or director To oversee career progression of a junior person Over a long period of time COACHING: Is working with a senior executive or external business coach To achieve specific business solutions In a focused, short term effort.

THE PROS and CONS:

THE PROS and CONS MENTORING : PROS: Gives the junior person a sheet anchor The regular ( but not frequent) meetings allows a better perspective Of career paths within the organisation Organisation learning is high CONS: Can become a political tool Can degenerate if mentor uses mentee as a political “pawn” in power plays.

THE PROS and CONS:

THE PROS and CONS COACHING : PROS: Helps develop solutions quickly and effectively Provides an unbiased view of both the problem and the solution. Brings multiple perspectives in generating an effective solution. Prevents derailment –replacement cost high Career development CONS: Relationship can become parasitic- over dependence. Organisation learning is poor

ROLE OF THE COACH:

ROLE OF THE COACH A FACILITATOR OF “EXPERIENTIAL” LEARNING IT IS ABOUT SHARING NOT INSTRUCTING

Mission Critical Factors:

Mission Critical Factors COACH- DRIVE EXPERIENTIAL LEARNING FOR RESULTS AS APPROPRIATE COACHEE- ABILITY & WILLINGNESS TO LEARN & CHANGE PERSONAL CHEMISTRY- Chemistry between coach and coachee is very Important

The Roles :

The R oles COACH ASSESSMENT FEEDBACK SUPPLIER FACILITATOR FOR REFLECTION & THINKING EXPERT/MENTOR PROVIDE A PERSPECTIVE CHALLENGE DIALOGUE PARTNER ACCOUNTANT SUPPORT POSITIVE REINFORCER ROLE MODEL COUNSELOR SOUNDING BOARD COACHEE ASSESSMENT PROACTIVE WHEN ASSUMPTIONS ARE CHALLENGED CRITICALLY EVALUATE & ACCEPT FEEDBACK IDENTIFY DEVELOPMENT NEEDS CHALLENGE INTERACTIVELY DEVELOP ACTION PLANS DETERMINE LEARNING NEEDS & TIME FRAME SUPPORT OWNS THE SITUATION AND FINDS OWN SOLUTIONS

COACHING METHOD DEPENDS ON OBJECTIVES:

COACHING METHOD DEPENDS ON OBJECTIVES SOFT THROUGH EXPERIENTIAL LEARNING FREE FORM DEVELOP INSIGHTS THROUGH QUESTIONING HARD PERSONAL SCORECARDS STRUCTURED LEARNING DEVELOP A GOAL ORIENTED & RESULT DRIVEN SOLUTION DEVELOPMENTAL SOUNDING BOARD SKILLS PERFORMANCE

FEED FORWARD- THE LEADERSHIP LEARNING ARCHITECTURE FOR MANAGING THE ENTERPRISE:

FEED FORWARD- THE LEADERSHIP LEARNING ARCHITECTURE FOR MANAGING THE ENTERPRISE © Ram RAMAKRISHNAN 39 COMMON LEADERSHIP KNOWLEDGE BASE COMMON LEADERSHIP LANGUAGE AND EXPERIENCE BASES FEEDBACK – RICH ENVIRONMENT VISION CORE VALUES AND STRATEGIC OBJECTIVES ASSESSMENTS FEEDBACK LEARNING FEED FORWARD ORGANIZATION ORGANIZATION ORGANIZATION HIGH PERFORMANCE TEAMS HIGH PERFORMANCE TEAMS HIGH PERFORMANCE TEAMS INDIVIDUAL INDIVIDUAL INDIVIDUAL ORGANIZATION HIGH PERFORMANCE TEAMS INDIVIDUAL PJ NEARY

COACHING IS A COMMITMENT TO BUILD A LEARNING ORGANISATION:

COACHING IS A COMMITMENT TO BUILD A LEARNING ORGANISATION THE RATE OF INTERNAL LEARNING HAS TO BE FASTER THAN THE RATE OF EXTERNAL CHANGE

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Four Levels of Knowledge and Achievement Management

COACHING IS NOT A CRUTCH!:

COACHING IS NOT A CRUTCH!

Managing Self Requires Continuous Learning:

Managing Self Requires Continuous Learning CONTRIBUTION ASPIRATIONS DEVELOPMENT PERSONAL DEVELOPMENT PLANNING COACHING AND DEVELOPMENT

LEARNING, COACHING & TRIPLE BOTTOM LINE DELIVERABLES OF COACHING:

LEARNING, COACHING & TRIPLE BOTTOM LINE DELIVERABLES OF COACHING ECONOMIC PERFORMANCE SOCIAL PERFORMANCE ENVIRONMENTAL PERFORMANCE SUSTAINED, PLANNED RENEWAL VALUE QUALITY OF LIFE ECO EFFICIENCY LEARNING ORGANISATION STRATEGY FOCUSED, ADAPTIVE, EFFECTIVE CLASS ROOM EXPERIENTIAL MDP COACHING EXTERNAL EXPERTISE MENTORING INTERNAL EXPERTS CONTINUOUS IMPROVEMENT

THE TYPICAL COACHING APPROACHES :

THE TYPICAL COACHING APPROACHES KEY DELIVERABLES OF COACHING

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TYPICALLY ONE OF FOUR OPTIONS SKILL CENTERED PERFORMANCE DRIVEN DEVELOPMENTAL SOUNDING BOARD

SKILL CENTRED:

SKILL CENTRED IMPROVE SKILLS- BE AN EXPERT TO HELP EXECUTIVE LEARN HOW TO MANAGE “TASKS”- INVOLVES REFINING SKILLS, BEHAVIOUR, ATTITUDE IT IS A TRAINING-MENTORING INTERFACE Deliverables Clear Cut As It Relates To Current Job Short Term Easy To Agree On What’s Needed Usually “On The Job” Or For A Specific New Assignment

PERFORMANCE DRIVEN:

PERFORMANCE DRIVEN LEARN NEW OR ADAPT EXISTING BEHAVIOURS, ATITUDES AND SKILLS TO IMPROVE PRODUCTIVITY ON THE JOB IT REPRESENTS THE MENTORING TO COACHING TRANSITION Often The Need Is Not Recognized Early Enough Develop Management/Directing Skills Deliverables Less Clear Cut Medium Term Duration Perceived As A Threat As It Addresses Blind Spots

DEVELOPMENTAL:

DEVELOPMENTAL Acquire new attitudes and behaviour needed for a new position- its about change Coaching to develop insights Usually forms part of a well planned succession management program Usually requires “unlearning” behaviours that was relevant earlier Assimilate new attitudes in “anticipation” of shift to directing hence can be perceived as being vague, analytical, personal and even threatening!

SOUNDING BOARD:

SOUNDING BOARD DEVELOPING NEW APTITUDES FOR POSITIONS FOR WHICH MOST HUMANS ARE RARELY PREPARED FOR OR TAUGHT TRUE EXPERIENTIAL LEARNING 51 it involves developing a whole new set of “aptitudes” almost always requires a change in mind set truly free form learning coach usually ends up as an “alter ego” retainer works best long term

THE COACH:

THE COACH THE COACH OF A TEAM MAY BE AN EXPERIENCED PLAYER , BUT ... VERY RARELY IS HE AS GOOD OR AS SKILLED AS HIS TEAM MEMBERS.

WHAT COACHES DELIVER:

WHAT COACHES DELIVER WORK AS A PARTNER TO GUIDE AND DEVELOP THE TALENT AS A MANAGER / LEADER USING AVAILABLE SKILLS ASSIST THE MANAGER /LEADER ACHIEVE GOALS HELP THE MANAGER /LEADER DEVELOP HIS TEAMS TO ACHIEVE THE TARGETS

OUR COACHES:

OUR COACHES COME WITH ‘HOT SEAT’ EXPERIENCE HAVE WORKED FOR 10 + YEARS AS PROFESSIONALS HAVE LEARNT A STRUCTURED PROCESS TO UNDERSTAND THE ‘CORPORATE’ NEEDS EVALUATE A ‘COACHEES’ NEEDS USE A ‘COHERENT’ PROCESS TO DEVELOP THE INDIVIDUAL HAVE A PASSION FOR WORKING WITH AND THROUGH PEOPLE HAVE ACQUIRED THE ADDITIONAL ‘SKILLS’ NEEDED TO COACH

A helpful tool…:

A Coaching conversation model that helps to structure the conversation and get maximum participation from your staff. This model is called G.R.O.W. A helpful tool …

G.R.O.W. Coaching Conversation Model:

G.R.O.W. Coaching Conversation Model G oal (1) set a goal and time limit for the session (2) state the goal for the issue after defining the Reality R eality define current reality & desired reality & agree on any gap(s); explore reasons O ptions explore alternative strategies/ courses of action for eliminating the gaps   W rap up agree on WHAT is to be done, WHEN & by WHOM – set a date for review

PowerPoint Presentation:

“You cannot lead, coach or teach anyone without his or her permission-even someone who reports to you. Sure, you can use all the authoritarian, heavy-handed tactics you want to make people accountable for showing up and doing certain tasks. However, it won’t make people feel responsible for the larger mission or be open to your teachable point of view. The idea is to inspire individuals and groups to produce extraordinary and tangible results, not to extract the results out of them. The ability to accomplish your goals depends ultimately on investing in your relationships until you have built a powerful partnership that can move mountains. This means realizing your goals by helping others realize theirs. It means building your success by building the success of others. It means engaging in coaching conversations in which you support one another’s growth and development, regardless of who reports to whom. Hargrove, Robert. Masterful Coaching Field book. p 164

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