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Coaching people
Coaching involves guiding someone towards their goals through mutual sharing and creating agreed upon outcomes. It is not about correcting behavior or being the expert, but contributing to development through a two-way partnership. Effective coaching requires actively listening, asking questions, advocating opinions, giving and receiving feedback, and building agreement. Coaches must customize their style based on factors like gender, sport type, and aspirations. Directive, supportive, autocratic, democratic, and humanistic approaches each have advantages and disadvantages depending on the situation. Building trust and empowering self-growth are keys to managing the dual role of evaluator and coach. Exemplary coaching philosophies focus on knowledge sharing, building character, fostering growth, and cultivating high self-
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Coaching people
- 1.
- 2. “YOU CANNOT TEACHA MAN ANYTHING. YOU CAN HELP HIM DISCOVER IT WITHIN HIMSELF” – Galileo Galilei
- 4. COACHING IS • Ameans for learning & development • Guiding someone towards her or his goals • Mutual sharing of experiences and opinions to create agreed-upon outcomes.
- 5. COACHING IS NOT.. •An opportunity to correct someone’s behaviour or action. • Directing someone to take actions to meet goals. • Being the expert or supervisor with all the answers.
- 7. WHAT IS COACHING? •An opportunity to contribute to another person’s development. • It is a two-way partnership where you both share knowledge and experience in order to maximize the coachee’s potential and help her achieve her goals.
- 9. • Coaching isbased on mutual agreement, it is not appropriate for every situation.
- 10. PURPOSE MATTERS.. • Throughcoaching, you can help others to - maximize individual strength - overcome personal obstacles - reach their full potential through continuous learning. - Achieve new skills and competencies to become more effective.
- 11. - Prepare themselvesfor newer responsibilities - Manage themselves - Clarify and work towards performance goals. - Increase their job satisfaction and motivation
- 12. BENEFITS OF COACHING.. •Improving working relationships between manager and direct reports. • Developing more productive teams • using organizational resources more effectively. “Take advantage of every opportunity – provide coaching when people ask for it”
- 13. NEED OF COACHING •Unlike performance review and goal setting, coaching is an ongoing process. • Occurs as the need or opportunity arises. • More often coaching occurs informally as you interact with direct reports and peers in person, by phone or via emails
- 14. HOW TO KNOW WHENTO COACH
- 15. • At times,a manger has to focus more on people than on tasks, this is one of the occasions to coach.. • When you sense that direct report is - Having problems accomplishing his jobs - Become a bit bored with the routine - Causing friction among your team - Stumbling while working on certain tasks
- 16. OBSERVING • Observing acoachee will enhance your ability to offer informed, relevant, timely advice. • Need to observe the person’s behaviour formally ( during joint sales calls) and informally (during a meeting)
- 17. Identify strengths andweaknesses in two ways: 1) How the coachee’s behaviour affects his co- workers. 2) How the coachee’s behaviour affects his own ability to achieve his own goals. “Coaching is on going. Don’t expect to solve a problem in a single coaching session”
- 18.
- 19. PREPARE PRELIMINARY QUESTIONS •What is the person doing or not doing effectively? Be as precise as you can. • What effect does the person’s behaviour have on achieving your group’s goal or individual objectives? • What effect does the behaviour have on other members of the team?
- 20. AVOID PREMATURE JUDGMENT •Be neutral observer, so think in terms of actual events and not about causes. “Coaching is ongoing. Don’t expect to solve a problem in a single coaching session”.
- 21. REFLECT ON YOUROBSERVATIONS • After careful observation, you may decide that the person does have a problem that coaching could resolve. • Or you could conclude that the problem lies not with the original team member, but with another person or even with team dynamics.
- 22. TEST YOUR THEORIES •Continue to observe, particularly if you don’t feel comfortable with your perceptions. • Where appropriate, discuss the situation with others – trusted peers – to get their perspectives. • Also, consider any cross – culture issues that might help you better understand the situation or person involved.
- 23. EXAMINE YOUR OWNMOTIVES.. • Before suggesting coaching to someone you think is a problem performer, take a close look at your own behaviour first. • Ask if you might be contributing to the problem.
- 24. HOW CAN YOUCONTRIBUTE TO THE PROBLEM?
- 25. UNREALISTIC EXPECTATIONS • Ask,Am I using my own performance as a yardstick to measure others?
- 26. INTERFERING FEELINGS • Askyourself, “Is it hard for me to identify with someone who’s having a problem?”
- 27. FAILING TO LISTEN •Ask yourself, Have I missed a chance to listen? • People don’t always know what kind of help they need or exactly how to ask for it.
- 28. FAILING TO PRAISE •Have I remembered to give a positive feedback? • Often managers forget to take the time to look for opportunities to give positive feedback. • Overtime an absence of positive feedback could contribute to a direct report’s problem behaviour or attitude.
- 29. ACTING ON YOURWORDS • Am I a good role model? • If you view good listening skills as important in cultivating good teamwork, then model those skills for others every chance you get.
- 31.
- 33. TO BE EFFECTIVE, WORKON MASTERING THE FOLLOWING.. • Listen actively • Asking the right question • Advocating your opinion • Giving feedback as a coach • Receiving feedback as a coach • Building agreement “Those who coach regularly, coach better. Find opportunities to develop your coaching skills”
- 34. LISTEN ACTIVELY • Asa coach you need to be tuned into the other person’s feelings and motivations. • Do this through active listening. • Active listening encourages communication and puts other people at ease.
- 35. TO BE ANACTIVE LISTENER • Maintain Eye contact with the coachee. • Smile to put the other person at ease. • Avoid anything that will distract your attention. • Be sensitive to body language such as posture and arm position. • Listen first and evaluate later. • Do not interrupt the other person except to ask questions to clarify and to encourage him to continue. • Wait until after he has finished talking to plan your response.
- 36. ASK QUESTIONS • Itis a valuable tool to understand and determine other persons perspective. • Use open and closed ended questions.
- 37. OPEN ENDED QUESTIONTO.. • Explore alternatives • Uncover attitudes or needs • Establish priorities and allow elaboration
- 38. CLOSED ENDED QUESTIONTO.. • Focus the response • Confirm what other person has said.
- 39. ADVOCATE FOR YOUROPINION.. • Effective coach offer ideas and advices in a way that person receiving it can hear them, respond to them, and consider their value.
- 40. STEPS TO ADVOCATE •Describe individual’s situation as you see it. • State your opinion about the situation. • Make the thoughts behind your opinion explicit, and share your experiences. • Encourage the other person to provide his/her perspective
- 41. GIVE FEEDBACK ASA COACH • Giving and receiving feedback is a critical part of managing in general, but it is an especially important part of coaching.
- 42. WHEN GIVING FEEDBACK... •Focus on behaviour. • Avoid judgemental language, which only makes people defensive. • Be specific. Avoid generalizations. • Be sincere. Give feedback with the clear intent of helping the person improve. • Be realistic. Focus on factors that the other person can control. • Give feedback early and often in the coaching process.
- 43. RECEIVING FEEDBACKS • Needto be open for feedback on how effective you are as a coach. • It helps to develop management styles and create greater trust among members of their group.
- 44. TO IMPROVE YOUNEED TO • Ask specific information. • Ask for clarification on feedback received • Be willing to receive both negative and positive feedback. • Encourage the other person to avoid emotion- laden terms. • Don’t be defensive. • Thank the person to share feedback.
- 45.
- 46. • It isthe foundation of coaching. • Build an agreement in the beginning as you commit to working together, and throughout relationship as you pursue thee coaching objective.
- 47. HOW TO MANAGEA COACHING SESSION?
- 48. • Most ofthe coaching you’ll do will be informal and impromptu as situation arise.
- 49. PREPARE FOR THECOACHING SESSION • In what area is the coaching needed? • What are the desired outcomes? • What is at stake? • What is the particular purpose? • What are the difficulties and how will you handle them?
- 50. CONDUCTING THE COACHINGSESSION • Surety of understanding of the session’s goals • Keep tone positive. Emphasize your sincerity in wanting to help the other person. • Exchange perspectives on the situation or opportunity at hand. • Present relevant data you have gathered during your observation of the coachee.
- 51. DEVELOP AN ACTIONPLAN • Helping to ensure that the goals are realistic • Helping the coachee prioritize the tasks needed to achieve goals. • Highlighting potential obstacles. • Brainstorming potential solutions • Determining what additional coaching support will be required. “If you initiate the coaching, identify the areas of need. If the other person initiated coaching, ask for details about the desired area of development”
- 52. COACH BEYOND THESESSION • Effective coaching includes follow up that checks progress and evaluates effects on coachee and the team. “Set small milestones to build confidence and maintain motivation”
- 53. FOLLOW UP INCLUDES •Asking what is going well and what is not. • Sharing your observations and reinforcing positive progress. • Looking for opportunities for continued coaching and feedback • Identifying possible modifications to the action plan • Asking how the coaching session was helpful and what could be improved.
- 54. HOW TO CUSTOMIZEYOUR COACHING
- 55. SELECTING A COACHINGSTYLE • Not all people or situations are the same, so you need to master some different coaching styles to adapt to different circumstances.
- 56. FACTORS AFFECTING COACHING •Kuklinski (1990), Douge and Hastie (1993) stated that factors affecting coaching styles were: ▫ Gender, team/individual sports, age and type of sport ▫ The athletes aspirations • Abraham and Collins (1998) provided a review of literature of factors affecting coaching styles and similar findings were seen
- 57. • Rogers (2007)did a report on coaches behaviour and found several factors that could influence behaviour: ▫ Competitive experience as an athlete ▫ Hours of coaching per week ▫ Individual/team sports • Nevertheless, a better understanding in the relationship between coaches and athletes is needed. • A coach can change their style at will, however, there is little evidence supporting this statement.
- 58. COACHES BEHAVIOUR STUDY •Research into coaches behaviour and athletes self-talk was studied. ▫ 243 subjects had to take the athletes’ positive and negative self-talk scale, to asses how much they use self-talk (positive or negative) ▫ Coaches positive and negative statement scale and Coaching Behaviour Questionnaire. • Results state that a coaches behaviour and statements have a direct impact on athletes self- confidence
- 59.
- 60. COACHING STYLES • Directive •Supportive • Autocratic coaching style • Democratic coaching style • Humanistic approach
- 61. DIRECTIVE APPROACH Used for -Developing skills and - Providing answers.
- 62. SUPPORTIVE APPROACH Used for -Facilitating problem solving - Building self confidence - Encouraging employees to learn on their own - Serving as a resource for others
- 63. IMPORTANT FOR.. • Performerswho meet current standards of performance and need to prepare to take on a new or greater responsibilities.
- 64. FOR SUPPORTIVE APPROACH.. •Recognize the good work. • Enter into a realistic and open ended discussion of career goals • Identify the knowledge, skills and commitment needed for different career possibilities. • Ask them in what areas they see a growth and development to qualify for a new job opportunity.
- 65. • Work todevelop a mutually acceptable plan for acquiring the requisite skills and knowledge. • Follow up on that plan at a regular intervals wit measurement and feedback • Invite them to use their experience and expertise to coach others
- 66. AUTOCRATIC STYLE..INTENSE STYLE •Coaching behaviour involving independent decision making and stresses the personal authority of the coach but not the coachee.
- 67. ADVANTAGES • Coach supportshard work • Coach works hard • Prepared for any type of competition
- 68. DISADVANTAGE • Performers putof by the demands • Emotional outburst from coach • The less motivated performers are overlooked
- 69. DEMOCRATIC APPROACH..THE NICEGUY STYLE • Coaching behaviour allowing high levels of participation by the coachee in decision making, goals, practice, tactics and strategies
- 70. ADVANTAGE • Cohesive team •Relaxed atmosphere
- 71. DISADVANTAGE • Coach maybe seen as weak • Socially inhibited athletes overlooked
- 72. HUMANISTIC APPROACH • Arethe beliefs and values focusing predominantly on the coachee’s personal growth through an active engagement in the coaching experience (Cross & Lyle, 2003). • Is a person-centred philosophy or ideology that emphasises the empowerment of the individual towards achieve personal goals within a facilitative interpersonal relationship (Lyle, 2006).
- 73. HUMANISTIC APPROACH • Hogg(1995) stated that the relationship between a coachee and coach should start as a more directive relationship, gradually sharing relationship and eventually, independence for the athlete.
- 74. Hogg’s model inthe evolving relationship between coach and coachee Humanistic approach 12 years & under 13-15 years 16-17 years 18 years & over • early experience • coach dependence • developing and collaborating •Coachee/coach dependence • empowerment • Coachee independence Authoritarian Power sharing
- 75. CONFIDENCE IN ONESELFHELP OTHERS DEVELOP
- 76. PLAY A ROLEOF EVALUATOR AND COACH • As a evaluator, review the performance of your direct reports. • As a coach, you look ways to help them grow and improve. • The key to manage the dual role of evaluator and coach is creating an atmosphere of trust.
- 77.
- 78. • “My coachingphilosophy is: I am a firm believer that if you have knowledge pass it on to those who do not. I also believe that playing sports as a child not only builds character and confidence but also gives a sense of accomplishment. It also prepares children for life, teaching them about working as a team or as a team player, not as an individual. I also feel it can bring a child out of his/her shell or shyness.” - Coach George Hornung, Head Coach, Stafford Soccer Club
- 79. “I am aCoach because of my passion for my work. I am able to foster the growth of my players through the numerous opportunities I am fortunate to provide. I will mould a group of individuals to communicate, to be responsible and to hold themselves accountable. I believe in nurturing their dreams to be the best on and off the court. I developed this into words when I attended the Women’s Coaches Academy a few years ago. I look at it often and keep a journal for my own use during the season to help me grow and develop as a Coach.” Samantha A Lambert, Head Volleyball Coach, Rhodes College, Memphis
- 80. “Simply put, Itry to build high self-esteem in each one of my players. I do that the same way an informed parent would do, by accepting the player for who he/she is. That is the baseline and from there we build on the strength of their personality and work to shore up the areas that are not as strong. I believe a person will seldom, if ever, outperform his/her self-image. So the question is how do you accept a person for just who he/she is? It is my belief, if you get a team with all the players performing up to their positive confident self- image you will have a winning team.” - Jay Loar. Director of Golf & Head Coach SMU Golf Southern Methodist University – Men’s Golf
Editor's Notes
- #26 You’ve succeeded in your career by setting high expectations and achieving an outstanding track record. Assuming that others have identical motivations or identical strengths may be unrealistic and unfair.
- #27 Be self aware and recognize when your own feelings, such as anger or frustation, may keep you from appreciating what someone else might be feeling – may cloud your observational and analytical skills.
- #62 Developing skills – Instructing a new employee who needs to develop skills in your area of expertise. Acting as a model for the coachee by showing her the most effective way to perform a task. Providing answers - Explaining the company’s business strategy to a new employee. Clarifying departmental protocol for new employee.
- #63 Helping others to find their own answers to problems. Expressing confidence that an individual can find the solution. Providing positive feedback for a job well done. Challenging employees by assigning new responsibilities, even if it means risking mistakes. Providing information about new sitatuations. Sharing experiences.