113909 learner guide - oshaosha.co.za/attachments/113909_learner_guide.pdf · facilitator/learner...

COACH A TEAM MEMBER IN ORDER TO ENHANCE INDIVIDUAL PERFORMANCE IN A WORK ENVIRONMENT

FACILITATOR/LEARNER GUIDE

Unit Standard No: 113909

Unit Standard Credits: 5

NQF Level: 3

SKILLS PROGRAM 3

BOOK 1

3

REVIEW AND ALTERATION OF TRAINING MATERIAL

What follows is a brief explanation of the process that was followed in the alteration of this training

material. A working group was formed after inviting interested parties to attend a meeting at SASSETA.

The working group was mandated to review the material and thereafter make the necessary changes so

as to provide the industry with a more user friendly set of materials which better reflects the needs of the

security industry.

It must be understood that this is the first review and by no means the final review. The working group

was placed under enormous pressure to get a workable set of materials into the hands of the accredited

security industry training providers as quickly as possible. We therefore have no doubt that even though

the materials have been vastly improved upon, there are still areas that may require change. This we

plan to do in the next renewal phase after we receive feedback from training providers who have used

the material for approximately a year.

Our review process focused on the following:

• Removal of unnecessary information/duplication from the learning material.

• Ensure alignment with the unit standards.

• Re-draft all formative and summative assessments.

• Correct inappropriate use of language.

TASK TEAM

The task team that completed the work on this training material deserves a very special “thank you”,

considering that all their time and efforts were provided free of charge. Nobody was paid for any of the

work done on behalf of the task team. SASSETA provided funding for the expenses incurred in printing,

typesetting, lunch and refreshments.

The task team members are as follows:

Andre Pretorius International Firearm Training Academy

Andre Wilken SSN

Dave Dodge ESKOM

Eddie Du Plooy/ Elvis Masera SBV Services

Jean Du Plessis Lyttleton Firearm Training Centre

Leon van Rooyen NAD

Lionel Arries SASSETA (observer/adviser)

Marion Colley Pexco Security and Training

A very sincere thank you to all of these individuals and the companies they work for, who allowed them

to participate during business hours. This could not have been done without your commitment.

Sincerely

Andre Pretorius

Task Team Chairman

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PPRROOGGRRAAMM GGUUIIDDEE 66--77

1. Introduction 6

2. Purpose of this learning program 6

3. Standards and qualifications 6

4. Assessments 6

5. Security program matrix 7

SSttuuddyy uunniitt 11:: IInnttrroodduuccttiioonn ttoo ccooaacchhiinngg 88--1155

1. Introduction 9

2. Definitions 9

3. Basic Principles of Training 9

4. Differences between Training and Coaching 10

5. Workplace counselling 10

6. Questioning Techniques 11

7. Types of questions 11

8. Coaching Alternatives 12

9. What COACHING is and is not! 12

10. Role of a Coach 13

11. Characteristics of coaching 13

12. Characteristic of the effective coach 13

13. Benefits of coaching 14

14. Criteria for successful coaching 14

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1. Objectives of communication 17

2. The communication process 17

3. Characteristics of communication 18

4. Guidelines for effective communication 19

5. Steps to ensure effective communication 19

6. Methods of communication 19

7. Obstacles to communication 20

8. Listening habits 20

9. Listening skills 21

10. Positive listening habits 22

5

SSttuuddyy uunniitt 33:: TThhee ccooaacchhiinngg pprroocceessss 2255--3344

1. Need for coaching 26

2. Informal and formal coaching 26

3. Coaching opportunities 26

4. Providing remedial support 26

5. Sources of power 27

6. Coaching 28

7. The coaching process within the workplace 29

8. Coaching teams 30

9. Monitoring 30

10. Review procedure 31

11. Problems and potential solutions 34

12. Developing a coaching plan 34

SSttuuddyy uunniitt 44:: CCooaacchhiinngg sskkiillllss aanndd tteecchhnniiqquueess 3355--3388

1. Prepare for coaching 36

2. Theory and knowledge 36

3. Clarify problem/expectations 36

4. Agree on solutions/action 37

5. Review and follow-up 37

6. Steps to a coaching team 38

SSttuuddyy uunniitt 55:: FFeeeeddbbaacckk 3399--4422

1. Why feedback 40

2. Reviewing and giving feedback 40

3. DO’S & DON’T’S 41

4. Tips for effective feedback 41

5. Providing a variety of rewards 41

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1. Evaluate learning processes 44

UNIT STANDARD 47-49

LEARNER WORKBOOK SECTION 50-56

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1. Introduction This learning program is part of a complete qualification. The qualification is General Security Practices NQF level 3.

2. Purpose of this learning program A person accredited with this unit standard will be able to: ♦ Explaining the concept of coaching in a business environment. ♦ Demonstrating skills and techniques required of a coach. ♦ Developing an action plan to coach two team members. ♦ Gathering evidence and monitoring progress.

2.1 Target group

This program is compiled for the following target group:

• Security members

• South African Defense Force members

• South African Police Force members

• Correctional Services

• Individuals who wishes to complete the NQF level 3 National Certificate in security practices.

3. Standards and qualifications Unit standards are the “building blocks” of qualifications. All qualifications are plotted on the National Qualifications Framework (NQF). Unit standards comprises of outcomes. An outcome is a statement that describes the required competency that must be demonstrated by the learner on successful completion of a training intervention.

4. Assessments The assessment criteria describe the evidence that is needed that will show that the learner has demonstrated the outcome correctly. Kindly refer to the unit standard attached hereto for the assessment criteria listed under each Specific Outcome in order for you to see what you will be assessed against.

You will be required to complete 2 written exams. The first is a formative assessment (open book exam) and the second is a summative assessment (closed book exam). The purpose of the formative assessment is to prepare you for the summative assessment. The learner guide will remain the property of the learner once the LEARNING PROGRAM has been completed.

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5. Security program matrix

SKILLS PROGRAM 1: SASSETA E

1 246694 Explain the requirements for becoming a security service provider

Level 3 4 Credits

2 244184 Apply legal aspects in a security environment

Level 3 8 Credits

3 244182 Give evidence in court Level 3 4 Credits

4 244176 Use security equipment Level 2 2 Credits 5 244181 Perform hand over and take over

responsibilities Level 3 2 Credits

6 244177 Conduct a security patrol in area of responsibility

Level 3 7 Credits

7 244179 Handle complaints and problems Level 3 6 Credits 8 12484 Perform basic fire fighting Level 2 4 Credits 9 116534 Carry out basic first aid treatment in the

workplace Level 3 2 Credits

SKILLS PROGRAM 2: SASSETA D

1 244189 Conduct access and egress control Level 4 7 Credits 2 242825 Conduct evacuations and emergency drills Level 4 4 Credits 3 11505 Identify, handle and defuse security

related conflict

Level 4

12 Credits

4 117705 Demonstrate knowledge of the Firearms Control Act 2000 (Act No. 60 of 2000)

Level 3

3 Credits

5 113924 Apply basic business ethics in a work

environment

Level 2

2 Credits

6 119465 Write/present/sign texts for a range of

communicative contexts

Level 3

5 Credits

7 114979 Operate a computer workstation in a

business environment

Level 3

2 Credits

SKILLS PROGRAM 3: SASSETA C

1

113909 Coach a team member in order to enhance individual performance in work environment

Level 3

5 Credits

2 13912

Apply knowledge of self and team in order to develop a plan to enhance team

performance

Level 3

5 Credits

3

244578 Describe how to manage reactions arising from a traumatic event

Level 3

2 Credits

4

113852 Apply occupational health, safety and

environmental principles

Level 3

10 Credits

5

13936 Outline the legal environment of a selected industry

Level 3

2 Credits

6

119472 Accommodate audience and context needs in oral/signed communication

Level 3

5 Credits

7 11508 Write security reports and take statements Level 4 10 Credits

Access control

officer/Grade D

Asset & Reaction

officer/Grade C

Patrol Security

officer/Grade E

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SSTTUUDDYY UUNNIITT 11

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LLEEAARRNNIINNGG OOUUTTCCOOMMEESS

OOnn ccoommpplleettiioonn ooff tthhiiss ssttuuddyy uunniitt tthhee ssttuuddeenntt wwiillll……..

• Define coaching as a method of teaching within the workplace.

• Identify and apply the basic principles of training.

• Distinguish between knowledge, skills and attitude.

• Know the difference between training and coaching.

• Know and apply the correct questioning technique during coaching.

• Identify and explain the role of a coach.

• Portray and know the characteristic of an effective coach.

• Explain the benefits for the organization when effective coaching is used.

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1. Introduction When you are approached by individuals who ask you for help and guidance on how to handle a new or difficult task or situation, you should:

♦ Listen to them. ♦ Help them think through what they can do and how to go about it. ♦ Confirm that the actions they are planning to take make sense. ♦ I.e. Coach them!

2. Definitions Business coaching is the practice of providing support and advice to an individual or group in order to help them recognize ways in which they can improve the effectiveness of their business.

Coaching involves working one-on-one with people on an on-going basis to upgrade their skills. There are three steps in coaching:

♦ Encouraging people to build on their strengths ♦ Equipping people to tackle areas for improvement ♦ Enabling people to achieve on-going success.

Coaches realize that people have different styles of learning and will use this understanding to communicate knowledge in the most user-friendly way. Training refers to working with people one-on-one, on-the-job; in small or large groups in order to help them acquire the knowledge, skills and attitudes necessary to do the work for which they are employed or prepare them for future activities.

Knowledge: This refers to the teaching of theory, i.e. facts, information, principles, concepts, etc.

Skills: This refers to a physical act or action. For example typing, playing a trumpet, panel-beating a car, reconciling to documentation, etc.

Attitudes: An attitude is a way of thinking and is usually based on a person’s beliefs, values and feelings. They influence, to some extent, how people behave. It is not easy to change people’s attitudes and it is ethically questionable whether one should.

3. Basic Principles of Training The basic principles of training include:

♦ Explanation ♦ Demonstration ♦ Reviewing learner explanation ♦ Learner demonstration ♦ Feedback

3.1 Explanation

This refers to the trainer’s ability to teach the required content / concepts / skill / tools to the learner. It is important that the learner understands these explanations and therefore the trainer may utilize a number of methods to assist.

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3.2 Demonstration

This refers to the trainer showing the learner how to perform a specific task or displaying a desired behaviour. Through demonstration the trainer role models how the task or behaviour should occur.

3.3 Reviewing learner explanation An aspect of training is evaluation, as the learner needs to know whether they have been successful or not.

The trainer will review learner’s knowledge / skill / attitudes through “testing”, either in the form of paper and pencil tests or by requesting the learner to demonstrate the skill and observing the learner.

The trainer and learners are able to compare where the learner is in relation to the required standard and identify strengths and areas for improvement.

3.4 Learner demonstration

This is a practical, hands-on method of reviewing the learner’s ability to perform particular tasks to meet the required standards.

3.5 Feedback

This is an important aspect of training. The trainer informs the learner where they are in relation to the required standard in terms of strengths and areas for improvement.

4. Differences between Training and Coaching The differences between training and coaching include:

♦ The trainer fixes the training agenda, whereas in coaching, the individual sets the agenda.

♦ In training the change occurs outside the training environment, whereas with coaching the coach works with the learner to clarify values and enhance motivation.

♦ In training some trainees benefit from the training while others do not. In coaching, because the intervention is personalized and geared toward the individuals needs and aspirations, the individual benefits from it.

♦ In training it is often not voluntary, whereas in coaching it is voluntary. ♦ Training rarely involves feedback, whereas coaching involves ongoing feedback and

continuous learning. ♦ Training tends to reinforce a traditional, hierarchical style of management, whereas

coaching is considered a more democratic and collaborative process. ♦ Training tends not to bring about major shifts in thinking or action, whereas coaching is

about sustained behavioural change.

5. Workplace counselling

Counselling is a preventative measure that will hopefully eliminate the need for corrective action or termination.

Employees should receive timely feedback and guidance from their supervisor.

♦ Employees should know their job description, role and performance expectations. ♦ Employees should be familiar with the Company's policies, procedures and standards.

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5.1 Requirements when performing workplace counselling

♦ Supervisors should establish an environment where employees are comfortable discussing work related issues.

♦ Should an employee's job performance or behavior need improvement, a supervisor should start with informally coaching the associate and providing positive reinforcement and feedback.

♦ Should the performance fail to improve or meet minimum expectations, the supervisor may formally begin to counsel the employee.

This is often done with a corrective action document explaining the situation, outlining a plan of action for the employee, and setting a deadline for improvement.

♦ A discussion between supervisor and employee to reach a mutual agreement on the situation is advised.

♦ Supervisors should maintain a personal "Note to file" folder that should be used to record notes of verbal counselling sessions. This is completed so that supervisors can reference back to the original date of the verbal warning if further counselling is required. These notes may become public at some point so please make ensure that they are objective, professional, and accurate.

5.2 Steps in the counselling process

♦ Explain the reason for meeting.

♦ State the standard or expected behavior.

♦ State what improvement in behavior or performance is required.

♦ Check for Understanding

♦ Actively Listen: Make sure that there is a common understanding of performance expectations.

♦ Outline a plan and the follow up steps.

♦ Follow Up

6. Questioning Techniques Asking questions is a very important practice in training. By asking relevant questions at regular intervals during training you are able to establish and test the understanding of the learner and adjust the pace of training accordingly.

6.1 Guidelines to effective questioning techniques

The following are guidelines to effective questioning:

♦ Do not ask too many questions at once, as learners will feel overwhelmed and not know

what to answer first. ♦ Do ask questions that serve a purpose. ♦ Ask open-ended questions. ♦ When asking questions keep the focus on the learner.

7. Types of questions

There are different types of questions, namely:

♦ Open-ended questions: These types of questions are used to encourage greater learner

involvement, allow for follow up discussion, generate discussion and seek application of the concept or skill taught.

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♦ Close-ended questions: These types of questions are used to probe for specifics, generate quick responses and do not encourage discussion.

♦ Reflective questions: These types of questions seek to clarify and ensure understanding

on the part of the listener. EXAMPLE Open-ended questions that encourage involvement: “What did you have in mind?” Open-ended questions that encourage discussion: “How does this compare with …?” Open-ended questions that allow for follow-up: “Who can give me another example of that?” Open-ended questions that seek application for concepts / skills taught: “When would this apply?”

Closed-ended questions: “What is your name?”; “Does training differ from coaching?”

Reflective questions: “So what you are saying is that you do not know whether you should accept the promotion or not?”

8. Coaching Alternatives Should the learner not be technically proficient enough to conduct coaching, the following alternatives are available:

♦ Other staff members who perform the same or similar function ♦ Supervisors or Head of Department ♦ Outside experts

9. What COACHING is and is not! Coaching is ……… ♦ A process of establishing the right climate: It is important to establish a climate that is

relaxed, open and honest.

♦ Committed and Supportive: Both Manager and Subordinate must be committed to

improving Subordinates skills and abilities and be supportive in allowing the subordinate to growth and develop.

♦ Between the Manager and the Subordinate: The immediate Superior is accountable for

the development and training of his/her Subordinate.

♦ Empowering the Subordinate: The Superior should move towards empowering his/ her

Subordinate to grow, develop and become directly involved in producing results in the organization.

Coaching is not …….

♦ A technique: It is a way of relating which empowers an individual to grow, develop and

achieve results.

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♦ An event that happens in isolation: It has to form part of an overall strategy of integration in the organization.

♦ Mentorship: A mentor is someone who has the status, maturity and experience to

become a source of inspiration and influence. He/she could either be a Superior, a Colleague or someone from outside the organization.

♦ Playing the role of a father figure: It does not involve patronizing the subordinate or

bossing them around.

10. Role of a Coach

Minor (1995) identifies five roles that a coach may play. She uses the acronym SMART to discuss these roles. They are as follows:

Sponsor: In this role the coach provides an employee with important information, access to decision-makers and important information in the organization, as well as public recognition. This role is used when an employee has demonstrated outstanding skills and contributions and desires new challenges to grow.

Mentor: This is a life-long process of self-development. A mentor is someone who engages in on-going training in his/her respective field and understands networking. In this role they can assist an employee in prioritizing projects to be taken on and provide them with a set of “best practices” on how to approach problems. They could assist in breaking down barriers to performance.

Appraiser: In this role the coach would assist employees in assessing their strengths, developmental needs, blind spots, interests and career goals. By contracting with an employee a coach may observe performance and provide appropriate feedback and support.

Role-model: In order to perform this role the person must be seen as competent and credible. They will therefore demonstrate appropriate leadership styles on the job for employees.

Teacher: In this role the coach shares their knowledge and fosters an environment that makes learning enjoyable and effective. The coach would provide information concerning business strategy, vision, values, services and products, and customers to ensure the effective performance of employees. They also assist in providing employees with new job skills required.

11. Characteristics of coaching ♦ Informal and Frequent: It is less structured than a Performance Appraisal and occurs

when the situation requires it.

♦ Employee-specific: It happens one-on-one between the Manager and employee and its

purpose is to achieve goals which is specific to the employee.

♦ Performance related: It aims at improving the employee’s performance and job

satisfaction.

12. Characteristic of the effective coach ♦ Role Model: Leads by example and effectively demonstrates the expected skills and

behaviours.

♦ Patient: Takes the time to explain and ensure that individuals have a clear understanding of

what must be done and how it should be done.

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♦ Supportive and Encouraging: Supports and recognizes individual and team efforts.

Encourages them to use their initiative.

♦ Empathetic and a Good Listener: Actively listens and shows understanding for other

peoples’ feelings.

♦ Clarifies any uncertainties: Asks appropriate questions to assist individuals to gain clarity

of issues and possible strategies or action plans.

♦ Proactive and Goal orientated: Problems are solved jointly. Shows how actions and

results relate to expectations.

♦ Knowledgeable: Understands methods and procedures required by the individual to

perform effectively.

14. Benefits of coaching ♦ Subordinates who feel empowered will perform better: Subordinates who feel

controlled or threatened will be less likely to perform optimally. Instead delegate, provide feedback and show trust.

♦ Supportive climate: A supportive climate or environment increases commitment to

achieve common goals.

♦ Learning and Development will happen on the job: A supportive climate enhances

learning and the desire to learn and grow.

♦ The Manager is a key player: You become the subordinate’s role model who leads by

example.

♦ Ongoing Feedback: Feedback will be constructive, specific and frequent.

♦ Job Satisfaction: Coaching helps employees perform their tasks better and gives them a

sense of achievement.

15. Criteria for successful coaching

• The coach must be committed to the development of his/her subordinate

• The coach must provide unconditional support

• The coach must have the ability to handle the coaching process and demonstrate

the skills of coaching

• Coaching must produce results

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REMEMBER A COACH IS ….

C

O

A

C

H

S

E

= SHARING

= OPTIMISTIC, POSITIVE

= APPROACHABLE

= COMMITTED, COMPETENT

= EDUCATE

= CARING, CONSIDERATE

= HELPFUL/SUPPORTIVE

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CCOOMMMMUUNNIICCAATTIIOONN



• Explain the objectives of communication.

• Understand and apply the complete communication process.

• Demonstrate knowledge of good listening habits.

• Apply good listening skills.

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1. Objectives of communication The following are some objectives of communication:

• Creating a climate of trust, openness and support

• Building bridges and finding solutions for problems

• Passing on information

• Persuading

• Reminding

• Creating a healthy atmosphere

• Being understood

• Changing people’s attitudes

• Sharing responsibilities and rewards

• Promoting motivation, study and growth

2. The communication model In order to convey a message clearly, you need to understand the Communication Model below:

Sender Message Receiver

Feedback

Encode Decode

The Communication Model

There are many factors which influence the communication process, all of which impact each other in a variety of ways.

♦ Sender - the sender is the speaker/writer. A sender starts with what he or she wishes to express, and then encodes that idea into symbols (words) and signs (facial expressions, tone of voice, etc.) – some of which might not be intended by the sender!

♦ Message - the message is the actual message transmitted, including all the symbols and signs

♦ Receiver - the receiver is the listener/reader. The receiver decodes the symbols and signs of the message in order to fully receive it. Decoding can involve working through one's own perceptions to understand what it is thought the sender meant.

♦ Feedback - feedback is how the receiver signals to the sender how the message was received – this can be while the sender is sending the message or a reply after the message has been received.

♦ Environment - environment is the circumstances in which the communication takes place and can include the physical, social and emotional influences (often referred to as 'noise').

ENVIRONMENT

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In looking at the above communication model, we must understand that the environment or 'noise' factor plays a larger role when it comes to oral communication.

The reason for this, is that a person listening to another person, is far more easily distracted than a person reading something. ♦ when other people are talking nearby while you are listening to someone, you often

'eavesdrop' on their conversation and miss what is being said to you ♦ when music is playing nearby, you often listen to that, instead of what is being said to you ♦ when you see something interesting/funny/or a person nearby, you focus on that instead of

on what is being said to you.

We can see from the above that it is vital to focus/pay attention, when wanting to receive oral information successfully.

3 Characteristics of communication

• Communication makes contact.

• Symbols are used to communicate. Words, sounds, signs, gestures, traffic signs, dance movements, a nod, a smile, a frown, are all symbols to transmit specific thoughts or ideas.

• Communication takes place via a medium. You have to use a medium to make contact with other people, for example a telephone, letters, and so on.

• Messages are exchanged by communication. We send and receive messages. It is a reciprocal process.

• Communication is usually intentional to meet certain needs, and it has an objective.

• Communication is intended to have an effect. When we communicate, we are influenced by other people or they are influenced by us.

• Communication is significant. The messages we exchange express our feelings, ideas and opinions which we would like other people to understand.

• Communication is reciprocal.

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4. Guidelines for effective communication The sender must:

• be sure what he/she wants to transmit

• arrange the material to be communicated in a logical sequence

• make use of his/her experience when he/she wants to communicate

• try to communicate when the receiver/s would be receptive for such communication

• stimulate the receiver/s interest

• try to communicate in the receiver’s mother tongue

• keep in mind that emotion is often more important than fact

• remember that too little is just as bad as too much

5. Steps to ensure effective communication

• Think about the message that has to be transmitted and make sure that it is clear and unambiguous.

• Determine whether the message has to be communicated verbally or in writing.

• Choose the medium that would best suit the circumstances, for example a letter, memorandum, report, personal interview or a telephone call.

• Establish whether the receiver has understood the idea, thought, information or message correctly.

• Keep in mind that the receiver could interpret the communicated message in his/her own way if it has not been transmitted absolutely clearly and unambiguously.

• Insist on feedback to ensure that there has been no misunderstanding.

6. Methods of communication Two different types of communication are normally used, namely verbal and nonverbal communication.

6.1 Auditory communication

Verbal

In verbal communication we receive symbols (letters, signs, sounds, words) in spoken or written form.

The following are suggested to help us improve our verbal communication skills in a training situation:

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• Make sure that the receiver can hear you. If people cannot hear properly, they become distracted or frustrated and no longer pay attention.

• Vary the speed and tone of your words. This provides words with emotion and meaning.

• Adjust the tempo of your speech. Speaking too fast could lead to misunderstanding, and speaking too slowly could become boring.

• Make use of pauses to enhance clarity and emphasis. Your audience has an opportunity to interpret and process your message during the pause.

• Smile - it is an excellent way of reducing discomfort or stress.

• Relax and take your time. Don’t be in a hurry.

• Maintain eye contact with the receiver.

• Wear suitable clothes. It denotes self-confidence, projects a professional image and shows respect.

• Use simple, explicit (clear), easily understood words.

• Use natural gestures to emphasize important points.

6.2 Visual communication

Nonverbal

We communicate with more than words. Nonverbal behavior often communicates our feelings. Such behavior includes gestures, body movements, facial expressions, and eye contact (fluttering, direction, duration of contact, wink, etc).

Gestures

Natural gestures are important because we use them to emphasize the points we make. Gestures will not distract attention from the message, but if you use your hands as follows, the message will be affected:

• Keeping your hands in your pockets

• Holding your hands behind your back

• Keeping your hands folded

• Nervously wringing your hands Facial expressions and body movements

People rarely stand still while they are speaking. You move your face and body, and these movements reveal a lot about your feelings, emotions, reactions, and so on. These movements are sometimes conscious and deliberate, for example when you smile for your friend, or frown to show that you are not satisfied, or lift an eyebrow to express astonishment.

Some movements have become so habitual that they are unconscious. You may try to hide your feelings, but unconsciously betray yourself, for example the way in which you move towards or away from a person, how you sit in your chair (relaxed, tense, on the edge, bent over), when you lean forward when you feel involved and are interested but lean backwards when you are not.

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Body language

Body language is an important part of nonverbal communication. Some of these gestures are listed below and you should be aware of them when you communicate with other people. These are generalizations and mostly apply to First World cultures.

Turning and wriggling in the chair. This could mean that the person finds the discussion unpleasant.

Rubbing your nose. This could mean that a person is nervous or does not agree.

Sitting with crossed arms. This could mean that the individual is adamant, apparently unyielding. His/her brain might be as tightly closed off as his/her crossed arms.

• Sitting on the edge of the chair. This could be confusing, because the exact meaning could be uncertain. It could either mean that the person is beginning to accept you and your ideas and is ready to cooperate, or that he/she is disapproving and wants to end the meeting.

• Leaning back with the hands behind the head. This shows arrogance, aggression, a tendency to dominate.

• Exaggerated winking, coughing and/or throat clearing. This could denote

nervousness or fear of being pushed into a corner. It could also mean that the person feels guilty for some reason.

• Steepling of fingers. The fingertips of both hands are brought together to form a steeple.

This generally denotes self-confidence, or certainty that what is being said is true.

7. Obstacles to communication Obstacles are interruptions in the communication process that prevent the message from being clearly understood.

• Perception differences

• Language differences

• Noise

• Emotions

• Fear

• Age

• Too many messages

• Culture differences, and so on.

8 Listening habits Without listening there is no communication, and communication is central to the communication process.

Most of us accept that listening is a natural human ability. It is true that one is born with the ability to hear, but this does not mean that one automatically has effective listening skills. Such skills have to be developed.

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8.1 Learning how to listen

Selective listening - listening for facts

What is he trying to say? Will she ever get to the point? Have I missed something, or has he forgotten what he wanted to say?

Have you ever asked yourself these questions? If you have, you were suffering from selective listening problems.

There are four phases of effective listening: perception, interpretation, evaluation and reaction. The brain can handle speech four times faster than average speech (some 200 words per minute). With all this extra time for thinking, the ineffective listeners attention tends to wander. His or her brain is busy with what happened yesterday, or is planning for the next day, or whatever.

Active listening: listening for habits

The technique of reacting to people’s feelings is known as Active listening. Not all communication is evident or clearly understandable. For example: The sentence What is the time? could be an attempt to find out what time of day it is, or the speaker could be hungry and wondering how long he or she will have to wait before it is lunch time. In other words, What is the time? could actually mean When are we going to have lunch?

You need active listening skills to interpret this message.

Use facial expressions and body movements to demonstrate to the speaker how well you understand his/her message. Sit on the edge of your chair and eliminate confusion between you and the speaker. Nod when you agree, lift your eyebrows when you are confused, smile when you are satisfied, show concern and interest by the way you hold your body. This would also help him or her to become a better speaker.

Observation

The third part of listening is not directly related to listening: it is observation. Observe what people in the company of others do with their bodies, for example how they stand, move, behave, gesticulate and make eye contact, because it is all part of nonverbal communication.

9. Listening skills

• Listening with your whole body

One has to decide consciously to listen. For example, when a listener obviously listens, he/she informs the speaker that he/she wants to listen. The decision to listen gives a clear instruction to the brain to limit interruptions by external noise to the minimum and to focus on the concerns of the person who is speaking. The decision to listen will also stimulate the brain to use the extra thinking time to try to understand the other person’s point of view.

• Give verbal signs to the speaker

The speaker is on the look-out for verbal signs from the listener to help him or her communicate. Signs such as auh-huh? I’ll see, and others will be signs to talk less rapidly, to talk faster, to stop talking, or to head in a new direction.

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• Repeat the message

• Listen to the message

• Summarise while you are listening

• Listen to yourself

Take the trouble to look into your own thoughts, study your own feelings and take notice of your own opinions on specific issues. When you listen carefully to yourself, you begin to realize how other people see you. Use an audio tape to record your own voice and play the tape - it could be a very insightful learning experience.

• Know when to keep quiet

Silence communicates, but the messages vary. There is the silence of isolation, the silence of anger, the silence of helplessness, and the very important silence of support.

10. Positive listening habits The ten key points below could serve as a guide to improving your listening skill:

10.1 Ascertain areas of interest

• The poor listener switches off when the topic is not interesting.

• The good listener looks for opportunities and asks: How do I benefit from this?

10.2 Evaluate content, not presentation

• The poor listener switches off when the presentation is inadequate.

• The good listener evaluates the content and ignores presentation mistakes.

10.3 Rather keep quiet

• The poor listener is inclined to interrupt or to become involved in arguments.

• The good listener does not start to evaluate before he/she understands the entire message.

10.4 Listen for ideas

• The poor listener listens for facts.

• The good listener listens for central themes.

10.5 Be flexible

• The poor listener makes comprehensive notes and uses one system only.

• The good listener makes very few notes and uses different systems, depending on the speaker.

10.6 Listening is work

• The poor listener does not try hard; he/she only pretends to listen attentively.

• The good listener works hard and demonstrates active involvement of body and brain.

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10.7 Distractions

• The poor listeners attention is easily distracted.

• The good listener ignores or avoids distraction, suffers bad habits, and knows how to concentrate.

10.8 Exercise your brain

• The poor listener does not like difficult visual material, and prefers lighter and less complicated material.

• The good listener listens continuously, despite more complicated material.

10.9 Prejudice

• The poor listener reacts emotionally to words.

• The good listener interprets words rationally; words do not bother him/her.

10.10 Concentration

• The poor listener is inclined to allow his/her thoughts to wander when the speaker is slow.

• The good listener challenges, anticipates, summarizes intelligently, assesses the signs, listens between the lines to tone of voice, and is familiar with the principles of nonverbal communication.

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TTHHEE CCOOAACCHHIINNGG PPRROOCCEESSSS



• Identify the need for coaching

• Follow and apply the coaching process within a workplace scenario.

• Set up development review documentation to plan for the coaching session.

• Develop a coaching plan.

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1. Need for coaching

There are three reasons why coaching may be required, namely:

♦ To improve sub-standard performance: The coach will be directive to set standards and

review expectations if a learner does not know what to do or how to perform a particular task / function.

♦ To maintain standard performance: The coach will use a variety of reinforcement and reward strategies to ensure the ongoing interest and satisfaction of the learner, whilst meeting the demands and standards of the job.

♦ Developmental coaching to exceed standard performance and develop new skills: The coach assesses the development needs of the learner and provides customized opportunities for those already meeting the required standards. This is to ensure that learners are motivated to take on new tasks and responsibilities.

2. Informal and formal coaching Coaching can happen informally or formally. Let us look at this in the working context.

Informal Coaching: Redressing the wrong

This happens when the subordinate

♦ doesn’t have the know-how and you are require to TEACH them the new skills or

knowledge ♦ makes a mistake and you CONFRONT them about it ♦ needs help or guidance and you need to GIVE ADVICE/GUIDANCE

Formal Coaching: Improving Performance

This happens when you need to evaluate your subordinate’s performance and improve it. It is more formal because you make an appointment and keep a record for the discussion.

♦ Here you are required to REVIEW performance and provide FEEDBACK

3. Coaching opportunities Proactive Coaching

♦ Occurs before the individual attempts a task. ♦ Shows that you care and want the person to succeed. ♦ It helps eliminate anxiety and steer the person in the right direction. ♦ It helps build the individuals confidence in dealing with a similar task in the future.

Reactive Coaching

♦ Occurs after the individual attempts a task which has not gone as well as expected. ♦ Occurs when you would like the subordinate to improve their performance. ♦ Normally initiated by the Manager, who ensures that employee performance is at

acceptable levels.

4. Providing remedial support Coaches spend the bulk of their time influencing learners, peers and other stakeholders.

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Influencing others

Influence is the process whereby one person seeks to modify the attitudes or behaviour of someone else, while power is that which enables them to do so.

5. Sources of power Since influence derives from power (of one sort or another), you need to be aware of the main sources, to help you use your own power appropriately and work with others effectively. “Power” has connotations of corruption and manipulation, but is simply the ability to influence others – unavoidable in constructive working relationships.

Everyone has the ability to influence and use power – the way in which you use the power you have is always a personal choice. We can identify the following six main sources of power, based on: ♦ Social and political skills. ♦ Position. ♦ Fear or coercion. ♦ Knowledge. ♦ Rewards. ♦ Contacts.

The impact of using these sources of power will vary, their effectiveness depending on a number of variables such as the relationship between the people involved, the objectives of the discussion, the context, and the preferences of the individuals. Not all sources are valid if the objective is to build relationships through the process of influencing. How do you think you can provide support for the development activities contained in a Personal Development Plan (PDP)?

Comment

Whatever encouragement you provide, the guiding principles must be that development activities are: ♦ Consistent with your team objectives. ♦ Consistent with the development goals. ♦ Consistent with the preferred learning styles you identified.

There are a variety of ways in which you can provide encouragement including:

♦ Providing information and advice ♦ Organizing learning opportunities that fit the PDP. ♦ Provide instruction when appropriate. ♦ Providing feedback, which we look at in the next section. ♦ Monitoring progress on a continuing basis. ♦ Identifying and removing obstacles using your position as a manager.

You may have thought of other activities that you can use in your organization. Three specific types of support which you can offer others: ♦ Coaching. ♦ Mentoring. ♦ Monitoring.

This section explores the skills you need to be effective in each of the three areas mentioned above.

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6. Coaching Coaching is…

…is a process that enables learning and development to occur and thus performance to improve. It also provides a model for an effective management style. To be a successful coach, you require knowledge and understanding of the process as well a s the variety of styles, skills and techniques that are appropriate to the context in which the coaching takes place.

The coaching process is illustrated below:

Stage One

Analyze for awareness

Stage Two

Plan for responsibility

Stage Three

Implement using style, technique and skill

Stage Four

Evaluate for success

You can see a clear link between coaching and the development process that we have been following in this workbook. What does a coach do? Let us look at each stage more closely.

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7. The coaching process within the workplace Stage One: Analyzing for awareness

♦ Help individuals develop an awareness of the need to improve their performance by

learning. ♦ Establish clear standards or performance competences for individuals to aim for. ♦ Encourage individuals to carry out self-assessment as a basis for subsequent

discussion. ♦ Use regular appraisals (quarterly) to identify and agree desired performance

requirements. Stage Two: Planning for responsibility

♦ Actively involve individuals in decision-making and agreeing a PDP. ♦ Link PDP’s to organizational objectives as well as individual aspirations. ♦ Ensure that PDP’s answer the key questions. ♦ What is to be achieved? ♦ How will it be done? ♦ Where will it be done? ♦ When will it start and end? ♦ Who will be involved? ♦ Who needs to agree the plan?

Stage Three: Implementing

♦ Use appropriate coaching styles and techniques. ♦ Use personal coaching skills namely, listening, observing, questioning and giving

feedback. ♦ Grasp opportunities for coaching which arise on many different occasions during the

working day and when they occur. ♦ Create an awareness of coaching and plan properly for coaching.

Stage Four: Evaluate for success

♦ Review the PDP once it has been completed. ♦ Answer these key questions:

� Were the performance goals achieved? � Did the different components of the PDP work in the sequence intended? � What changes, if any, were made to the PDP and why? � Was the PDP cost-effective? � Were there any unexpected benefits? � What would you do differently next time? � Is there a need for a new PDP to improve performance still further?

If your answer is ‘yes’ to the final question, the

coaching process starts all over again.

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8. Coaching teams As a manager and a coach, you would normally expect to coach all the members of your team. In practice, coaches are expected to be effective with teams of up to fifteen people after witch more than one coach is necessary.

The basic rules of coaching (a process requiring the application of styles, techniques and skills) still apply when coaching a team. In addition, you need to understand what makes teams ‘tick’, the characteristics and dynamics of teams, and the different ways in which individuals can contribute to the team. Much has been written on the factors that contribute to successful teams, and these factors include:

♦ The objectives of the team are understood and accepted by members of the team. ♦ Team discussions are relevant to the task and everyone participates. ♦ Most decisions are reached by consensus. ♦ Team members listen to each other. ♦ The team monitors itself and its progress. ♦ Criticism in frequent, constructive, frank and does not create discomfort. ♦ There is disagreement, but this does not create discomfort in the team. Such

disagreement is an expression of a genuine difference of opinion and not a device to ‘put others down.’

♦ There is no ‘hidden agenda’ and people are free to express their feelings. ♦ There is an atmosphere, which tends to be comfortable, informal, relaxed and lacking

tensions.

The coach needs to articulate this view of team working behaving in a way that reinforces and supports these factors. The coach should also regularly and openly discuss with team members how close they feel they are to achieving this vision of an effective team. Identifying and swiftly dealing with problems requires good communications skills and decisive action from the coach.

Coaching a team will require you to operate with groups of staff as well as in one-on- one situations. Successful team coaches adopt a ‘helicopter’ approach (hovering above day-to-day events to get a detached, objective overview of what is happening and what is on the horizon, but retaining the ability to swoop down and help correct individual problems).

9. Monitoring Implementing the PDP, whether it is your own or someone else’s, generates a momentum all of its own, but regular monitoring is vital. Monitoring ensures that the development plan is kept to, and progress is made. If for any reason this is not happening, monitoring enables changes to be made, both to the PDP and to expectations.

Before we look at monitoring more closely, let us clear up on any confusion between monitoring and evaluation, which will be considered in the next section of this workbook.

Monitoring and evaluation are terms which are often used interchangeably, but there is a difference and the distinction is useful in relation to the process of continuous development.

Monitoring is…

…an ongoing activity which is necessary throughout the development plan to ensure that the activity results in constructive progress towards the objective. It measures progress.

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Evaluation is…

…a one-off activity carried out once the development plan is complete. It is concerned with collecting, analyzing and interpreting information about any aspect of a development activity, as part of a recognized process of judging its effectiveness. It measures outcomes.

The result of both monitoring and evaluation is information that can feed back into the development process, helping you to set new objectives which will contribute to developing potential.

Monitoring through performance or progress reviews is essential because it provides an opportunity to carry out the following:

♦ Identify and resolve problems. ♦ Give and seek feedback. ♦ Ensure that the development activity is keeping on track. ♦ Modify goals or objectives again and clear up any misunderstandings by mutual

agreement.

Effective monitoring depends on the following factors:

♦ Clearly defined (SMART) development goals. ♦ An effective review procedure. ♦ Constructive feedback.

Development goals

Do not confuse monitoring development with performance monitoring. We are not referring to monitoring tasks or activities which have performance criteria associated with them. In simple terms, the end result of a personal development plan is the ability to perform in the further and monitoring the progress of the PDP means ensuring that learning activities are taking place, and that they contribute to the development goals set out in the PDP

10. Review procedure

Informal: seeking and receiving information and feedback on an informal basis, as and when required, or appropriate.

Formal: pre-arranged meetings, which may form part of an appraisal scheme.

The length of time between review sessions will at the end of the day depend on the following:

♦ The individual. ♦ The type and complexity of the development goal. ♦ The need for support.

Monitoring needs to be systematic and relevant. Experience has shown that two techniques greatly assist in this crucial aspect of developing potential. Without these, good intentions can quickly disappear under the constant pressure from the normal daily work and social environment.

The two techniques are listed below:

♦ The development review. ♦ The learning log.

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We will consider each of these techniques in more detail, as they are both practical ways to help ensure you monitor progress effectively. You can put them into practice as they are described or you can take the key principles and adapt them to suit your own situation.

10.1 Development review

The involvement, encouragement and practical input from the coach is a crucial aspect of successful development. In practice, much of your contact is most likely to be informal or concerned with other day-to-day operational matters. It is therefore important however, that you find time for a structured review meeting on a regular basis for instance, once a month. To help this to happen it is useful to prepare a simple agenda and keep a record of any action points you agree on.

A development review from, such as the one provided below, enables you to:

♦ Focus on the key agenda items. ♦ Note any measures of progress made. ♦ Record any changes agreed to the PDP. ♦ Highlight any action points you need to implement.

EXAMPLE

Date: 15 May 2003

Agenda Items:

Report back on progress chairing weekly continuous improvement group meetings. Spreadsheet training – still not able to progress this. Agree firm dates for any three meetings.

Issues discussed: ♦ Problems controlling Edward when he tries to dominate meetings – need to be more

assertive. ♦ IT departments dragging feet in providing help on my Excel training – ignoring my

requests.

♦

Action points: ♦ Read up on techniques for dealing with difficult people in meetings – John to dig out

book he has at home. ♦ John to speak to IT department about organizing spreadsheet training.

Date of next meeting: 15 June 2003

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10.2 Learning log

An integral part of the process which drives development is reflection. As development is about changing behaviour to achieve higher levels of performance it is important to get into the habit of reflecting on any learning event in a systematic way. The discipline of keeping a Learning Log encourages reflection.

Keeping a Learning Log to record these events, reflections and conclusions is an important part of a systematic approach. The information can be stored and retrieved for use in the evaluation phase and to help make future develop decisions.

A learning log enables you to: ♦ Note the event and describe objectively what happened and why. ♦ Record reactions including thoughts, feelings and actual behaviour. ♦ List the points learned or perhaps discovered accidentally. ♦ Record conclusions and future intentions.

There is an example of an extract from a Learning Log below. As you can see that individual has recorded their reactions to an event at work and reflecting on what happened has helped them to decide on action that will help to avoid a repetition of the problem.

EXAMPLE

Date: 15 May 2003

Event what happened and why:

I was criticized by my team member for not completing the report on customer complaints in time for the quality review meeting.

My reaction (thoughts, feelings and behaviour) I was defensive and reacted negatively by giving reasons for delay to report. I was too aggressive in my response – probably because I knew she was correct and I felt guilty about it.

What did I learn and discover?

On reflection, I realized that it would have been better for me to let Angie know in advance that the report would not be available and explore the options with her. I placed Angie in a difficult position as she needed the information to produce a summary for the Board meeting. I realized that I could have produced it in time had I given it the priority it required.

What am I going to do about it?

If I have a deadline I cannot meet in future, I will let the person know well in advance. I will set aside time in my diary to complete the job like this so that they do not get overtaken by events.

The development review and learning log forms we have included here are just examples of the type of documentation you could use to make monitoring more systematic. You may already have something suitable in your own organization, or you may devise forms that are customized to your own requirements. However, we are including blanks of both the forms so that you can copy and use them if you wish to.

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11. Problems and potential Solutions

Possible problems

Potential Solutions

Coach imposes solutions rather than the subordinate

Ensure that you ask 80% and tell 20%. In this way you will ensure coaches commitment to the solutions.

The coaches implements the solutions but they do not result in the required changes

Coaches again to explore further options and find new solutions.

The coach does not believe in the coaches solutions and puts up barriers

Ensure that you spend more time exploring options before deciding on solutions.

Coaches is unwilling to admit that there is scope for improvement

Diagnose the coaching barriers and emphasize the factual evidence for the need to improve or ask the coaches to coach you.

The coaches mistrusts the organization Build the trust

The coaches has a temporary lack of available time

Agree on a later session

The coaches has an unhelpful historical relationship with you

Attempt to “bury the hatchet” and if all else fails suggest an alternative coach

There is a major difference between her / his style and yours

Discuss styles explicitly and attempt to accept style differences if possible

The coaches perceives your role in the organization as being highly evaluative

Be explicit about your role. For example whether you determine the coaches remuneration. Stress that coaching is non-evaluative. If all else fails suggest an alternative coach.

Person feels that coaching is a prelude to dismissal

Ensure that coaching is separate from the disciplinary process. Be explicit about this

12. Developing a coaching plan The following are guidelines for developing a coaching plan in your area of responsibility: ♦ Obtain support from your immediate manager / supervisor prior to embarking on the

following.

♦ Establish what the needs are in your area of responsibility in terms of on-the-job

coaching. That is who requires coaching and in what areas.

♦ Identify members of staff who are able to assist with on-the-job coaching.

♦ Estimate the amount of time required to meet these needs.

♦ Establish when would be the best time to carry out on-the-job coaching.

♦ Approach the people in your area of responsibility and discuss on-the-job coaching with

them. Obtain their agreement prior to the implementation of any on-the-job program.

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CCOOAACCHHIINNGG SSKKIILLLLSS AANNDD TTEECCHHNNIIQQUUEESS



♦ Apply coaching skills and techniques by coaching an employee within the workplace environment.

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1. Prepare for coaching The following guidelines are suggested in preparing for a coaching session: ♦ In conjunction with the learner set up a date, time and venue for the coaching session.

♦ Review the material / task to ensure that you understand the content / concepts /

skill / tools that you wish to convey to the learner.

♦ Practice explaining difficult content / concepts / skill / tools.

♦ Understand what method of conveying this information you are going to use.

For example are you simply going to teach the theory or can you include a practical demonstration.

♦ If required prepare notes.

♦ Complete the activity by yourself as if you were a learner.

2. Theory and knowledge The following is provided as a guideline for communicating theory and knowledge during the coaching session: ♦ Describe the task or activities that will take place.

♦ Explain why learning the task or procedure is important to the company, team or

individual.

♦ Break the task or procedure into smaller chunks or steps.

♦ Verbally explain how to perform each step of the task or procedure in a logical

sequence.

♦ When possible, show how the task or procedure should be performed.

♦ Allow the learner to practice or demonstrate the task or procedure in front of you.

♦ Provide positive feedback when possible and make specific corrections. See Section 3 for

further details on this.

♦ Provide learners with further opportunities to practice and provide them with reinforcement.

♦ Request that learners explain when and how this skill can be used.

♦ Ask learners how you can provide them with ongoing support in using the new skill.

3. Clarify problem/expectations Strong Communication skills

♦ Choose your words carefully and show that you’re listening: ♦ “Did I hear you say …?” ♦ “So, do we agree (disagree) that …?” ♦ “Do I understand correctly that you’re saying …?”

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Maintain a calm, friendly and relaxed tone of voice.

♦ Use body language that invites participation and allows the individual to relax. Maintain eye contact, smile and use nodding to show agreement/understanding. Avoid folding your arms or looking over the individuals shoulder when communicating.

4. Agree on solutions/action Initiative/Creative skills

♦ Think laterally and be open to suggestions, input and feedback. ♦ Hear the other person out and remain optimistic and enthusiastic.

Solution/Action orientated

♦ Focus on the solution, rather than the problem. ♦ Encourage the individual to think of possible solutions to problems, before informing you of

only the problems. ♦ Way up the pros and cons of the solution and highlight any possible risks. ♦ Consider alternatives or back-up plans.

Strong Listening skills and Empathy

♦ Actively listen to individuals ideas, inputs and suggestions ♦ Nod to show interest and understanding ♦ Paraphrase what’s being said to check understanding ♦ Make a mental note to remember what is being discussed so that you can refer to it later or

take notes ♦ Show understanding of individuals concerns and feelings ♦ “I hear what you’re saying …?” ♦ “I can understand that you feel …?”

Delegation skills

♦ Delegate certain tasks or actions which need to be taken ♦ Allow the individual a certain degree of freedom in using their initiative and making their

own decisions ♦ Don’t abdicate responsibility ♦ alternatives/options.

Good Sense of Judgment and Consideration for detail

♦ Get the basics right first. ♦ Don’t rush into any decisions. ♦ Consider all the facts/risks/

5. Review and follow-up Good Time Management skills

♦ Plan what must be done, when and how. ♦ Prioritize and don’t neglect any areas of concern. ♦ Make time to meet and make contact with the individual.

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Conflict Management skills

♦ Disagree on the issue, not the person. ♦ Listen carefully and don’t interrupt. ♦ Ensure that you have heard correctly, ensure clarity. ♦ Think before you respond and be honest in the reply you give. ♦ Don’t jump in and kill the objection. ♦ Don’t try to bluff your way out of a situation, you may lose credibility. ♦ Maintain the individuals self-esteem.

6. Steps to a coaching team

6.1 Set the Foundation of Growing and Nurturing a Team

♦ Set the parameters ♦ Identify each other’s values and ways of thinking (cultural or social)

6.2 Bridge the Gap

♦ Become one of the team players ♦ Accept each other’s differences

6.3 Organize your Team

♦ Assess their performance ♦ Help them identify their strengths and development areas

6.4 Allow for Open, Honest Communication

♦ Admit to past mistakes ♦ Ask for ideas, suggestions and feedback ♦ Provide regular feedback and support

6.5 Establish Common Goals

♦ Identify what goals you want to reach as a team ♦ Together determine the strategy

6.6 Continuously Motivate each other

♦ Know what motivates each individual and yourself ♦ Don’t only leave it up to you, as the manager, to motivate the team

6.7 Continuously Provide Guidance and Support

♦ Where there is failure – create hope and encourage improvement

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FEEDBACK



• Provide detailed feedback to the appropriate role players.

• Explain the purpose of providing feedback

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Feedback forms part of the communication process where you inform an individual of his/her progress and measure this progress against specific objectives and performance standards, as well as highlight the acceptable behaviour.

1. Why feedback ♦ Provide Information on Progress: It tells the individual how they are doing and what

they should be focusing on.

♦ Allows Change or Correction: It allows people to change their course of action and/or

make corrections where necessary.

♦ Shows Care, Concern and Interest: It should not be viewed as verbal punishment.

Feedback must demonstrate care and concern for individuals feelings and concerns and development. The Coach must show genuine interest in the individuals growth and development.

♦ Provides Direction: It should be used to guide and direct an individual towards

achieving a desired outcome.

2. Reviewing and giving feedback The objective of reviewing and giving feedback is to create a ‘base’ upon which subordinates can build and gradually improve his/her performance.

Steps to follow when Reviewing and Giving Feedback:

1. Review duties, responsibilities, goals and performance standards

♦ Have a clear idea of ‘where things stand’; i.e. where the employee is at and what he/

she must still do to achieve the desired goals/level of performance.

2. Evaluate actual performance against performance standards

♦ On your own measure and evaluate your subordinate’s performance against the

agreed standard. Get specific examples to prove your ratings.

3. Hold performance review discussions

♦ Use the steps identified in the Coaching Process ♦ Clarify Problem/Expectation ♦ Generate ideas/suggestions ♦ Agree on solution/action plan ♦ Implement action plan ♦ Review and follow-up ♦ Ongoing recognition and support

4. Record, assess and follow up

♦ Make notes of the contents of the discussion ♦ Review your own performance as a coach ♦ Follow up on any action plans

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3. DO’S & DON’T’S DO…..

♦ Focus on observable behaviours and be critical about the behaviour - not the person ♦ Recognize any contributions and efforts ♦ Give advice and feedback on any on-going problems ♦ Establish firm goals and performance standards expected for the next review

DON’T …..

♦ Only give feedback on what he/she did wrong (negatives), highlight the positives too ♦ Show signs of personal biases or prejudices ♦ Focus on personality traits or things which might offend the person ♦ Rely on impressions or hearsay or focus on things which are beyond the control of

the subordinate

4. Tips for effective feedback ♦ Be specific: Avoid statements or feedback such as “You’re doing really well/great” or “You

may need to improve or put some work into this”. These statements are general and doesn’t tell the person exactly what they’ve done right or wrong. Tell the subordinate exactly what they did and why it was effective/ineffective

♦ Balanced: What would happen if your manager only gave you negative feedback or only

told you what you were doing wrong? When giving feedback make sure that you give a bit of both positive and negative feedback. Too much negative feedback can make someone feel despondent, resentful, defensive and unwilling to listen or learn. Start with something positive and then move into the negative, but end on positive note.

♦ Timely: Provide feedback as soon as it’s needed, don’t wait too long, as the impact will

wear off. Where you cannot provide feedback immediately, record all the details and refer back to it later.

♦ Accurate: Check your sources and ensure that they or you have not been biased in any

way. Ensure that your feedback is based on fact.

♦ Relevant: Focus on the agreed performance/expectations and behaviours. Avoid irrelevant feedback/information.

♦ Provide Alternatives: Don’t just discuss the wrongs; also consider the options available

to improve performance. Consider the action plan to improve and alternative courses of action. Try to generate ideas from the person themselves, however provide suggestions where necessary.

5. Providing a variety of rewards POSSIBLE REWARDS

We know that we cannot always offer monetary rewards or promotions, so we need to be more creative in the ways we recognize and reward individuals.

Here are some of possibilities:

♦ You: Have an ‘open-door’ policy, i.e. be available for advice and suggestions. Consult your subordinate from time to time for his/her advice. Provide personal attention and concern and make the individual feel valued and important.

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♦ Increase job responsibilities: Consider ways to increase the subordinates responsibilities,

again showing their worth/value. Consider tasks/activities which you can delegate. Empower and trust your subordinate to make decisions on their own.

♦ Further training: Offer training courses as a reward. This could lead to greater

satisfaction, create more learning opportunities and increase their self-esteem. Consider long-term growth opportunities and succession planning.

♦ Praise: If there is respect your subordinate will value your praise. Where you can publicly

praise subordinates (i.e. Staff member of the month or using the subordinate’s performance/behaviour as an example to others). Get higher management to also acknowledge achievements and success.

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♦ Evaluate a coaching session.

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1. Evaluate learning processes How can practitioners evaluate the impact of a course? First you must decide what you want to evaluate, since there are four levels and they range from easy to difficult to measure: The four levels are as follows:

♦ Level One – Reaction (did they like it?) – End-of- course rating sheets. ♦ Level Two – Learning (did they learn it?) – Criterion tests and simulations. ♦ Level Three – Application (did they use it?) – Measures of on-the-job performance. ♦ Level Four - Results (Did the training pay?) – Cost and benefit analysis.

The time to determine which of these four levels will be evaluated and what methods will be used is before a course is launched, not after the course. Course designers and developers are normally responsible for providing the instruments and methodology of the evaluation.

As for follow up, the conscientious practitioner is interested in seeing that participants apply at work what they achieved and acquired during training. There are many things a practitioner can do to improve transfer of learning from workshop to workplace.

Example

Here are some means of learning transfer:

♦ Have each participant prepare an action plan that will be shared with the immediate

supervisor and that spells out the new skills, procedures and concepts to be used on the job.

♦ Prepare the supervisors of participants for their role in recognizing and reinforcing new

behaviors back on the job, and in giving additional coaching as required.

♦ Schedule time for participants to come together for three to four hours several months

after the course is over in order to report on the results they are getting in applying what they learned.

♦ Form an informal association (“The Graduates”) of everyone who completed the course

to meet on a monthly basis for ongoing growth and development (speakers, reports, additional learning exercises).

♦ Use surveys, questionnaires and follow up visits to your participants and their

supervisors so that you can assess the impact of training, modify the course if appropriate and reinforce the desired performance.

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Some examples of evaluation forms are shown on the following page: EXAMPLE

Can you evaluate a learning activity?

Was the outcome achieved?

Tick the appropriate block

I achieved learner participation… Successfully Partially Not at all

I felt that the learners understood… Successfully Partially Not at all

The learners showed evidence of progress… Successfully Partially Not at all

I created a learning environment that encouraged effective learning…

Successfully Partially Not at all

I encouraged dialogue between learners and between learners and myself…


I recapped knowledge so that learners drew on previous learning…


I clarified the outcomes and the aim… Successfully Partially Not at all

I encouraged interactive learning… Successfully Partially Not at all

I observed and monitored the progress of the learners…


I managed the learning activity effectively… Successfully Partially Not at all

I created opportunities for learners to apply their new knowledge…


I consolidated learning by encouraging feedback…


I consolidated learning by encouraging the learners to be actively involved in the assessment…


To be successful you need to be honest with yourself. Evaluate your performance and make the necessary changes.

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Was the learning activity successful?

You are to discuss and decide whether the learning activity you have just completed addressed the outcome.

How was the outcome achieved?

Tick the appropriate block

We were all encouraged to participate Successfully Partially Not at all

We all understood Successfully Partially Not at all

We feel we are ready to progress Successfully Partially Not at all

We worked in an environment that helped us to learn


We were encouraged to discuss with other learners and the facilitator


The facilitator recapped so that we remembered what we learnt before


The facilitator clearly stated the outcomes and the aim


The facilitator encouraged us to work together Successfully Partially Not at all

The facilitator watched and listened to use while we worked. He / she advised when necessary


The facilitator made sure we focused on what he / she had planned for us


The activity included an opportunity for us to practice our new learning


The facilitator asked us questions that allowed us to demonstrate understanding


The facilitator allowed us to decide what we should be able to do before we were evaluated


Was there anything about the learning activity that you found difficult? If so, suggest how the facilitator could present it to make it easier to understand.

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UNIT STANDARD

Coach a team member in order to enhance individual performance in work environment

SAQA US

ID UNIT STANDARD TITLE

113909 Coach a team member in order to enhance individual performance in work environment

ORIGINATOR ORIGINATING PROVIDER

SGB Insurance and Investment

QUALITY ASSURING BODY

-

FIELD SUBFIELD

Field 03 - Business, Commerce and Management Studies Finance, Economics and Accounting

ABET BAND

UNIT STANDARD TYPE

OLD NQF LEVEL NEW NQF LEVEL CREDITS

Undefined Regular Level 3 NQF Level 03 5

REGISTRATION STATUS REGISTRATION START

DATE REGISTRATION END

DATE SAQA DECISION

NUMBER

Reregistered 2009-11-03 2012-06-30 SAQA 0160/05

LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT

2013-06-30 2016-06-30

PURPOSE OF THE UNIT STANDARD

This Unit Standard focuses on coaching individuals in a business environment in order to improve the level of performance to meet a team`s required service levels. The learner is required to demonstrate knowledge and skill in an authentic work situation. The qualifying learner is capable of • Explaining the concept of coaching in a business environment. • Demonstrating skills and techniques required of a coach. • Developing an action plan to coach two team members. • Gathering evidence and monitoring progress.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

There is open access to this Unit Standard. Learners should competent in Communication and Mathematical Literacy at NQF Level 2.

UNIT STANDARD RANGE

The typical scope of this Unit Standard is: • An action plan should include, but is not limited to reference to key performance areas (KPAs), assessment of the situation, gaps in performance, contracting with learners, time frames, resources required, planned outcomes and the measurement of those outcomes.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Explain the concept of coaching in a business environment.

ASSESSMENT CRITERIA

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ASSESSMENT CRITERION 1

1. The concept of coaching is explained with examples.


2. Coaching, counseling, training and mentoring as management tools are explained and an indication is given of when each is appropriate.


3. The qualities required of an effective coach are listed and related to the role of team leader or supervisor.

SPECIFIC OUTCOME 2

Demonstrate skills and techniques required of a coach.

ASSESSMENT CRITERIA


1. The importance of effective listening is explained and an indication is given of the consequences when managers have poor listening skills.


2. Questions are asked to establish the learner`s level of understanding and competence in a specific task.


3. The skills required to give different types of feedback are demonstrated for three different scenarios.


4. Techniques for leading learners to reflect on their own performance are demonstrated for three different authentic work situations.

SPECIFIC OUTCOME 3

Develop action plans to coach team members.

ASSESSMENT CRITERIA


1. The process to be followed in coaching is applied and action plans are developed to coach two team members in specific tasks.


2. The roles and responsibilities of coach and learner are explored in order to clarify expectations.

SPECIFIC OUTCOME 4

Gather evidence and monitor progress.

ASSESSMENT CRITERIA


1. Evidence of achievement or progress is gathered and a decision is made to sign off, continue coaching or refer the learner for two case studies.

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2. Feedback from the learner is used to adapt an action plan or change a coaching approach for two different case studies.


3. The impact of a coaching process on the performance of a learner is assessed in order to determine return on effort.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Accreditation for this Unit Standard shall be obtained from the relevant Education and Training Quality Assurance Body, through summative and formative assessment by a registered assessor. • Assessors must be registered as an Assessor with the relevant ETQA • Moderators must be registered as assessors with the relevant ETQA, or with an ETQA that has a Memorandum of Agreement with the relevant ETQA. • Training providers must be accredited by the relevant ETQA. Moderation should include both internal and external moderation where applicable.

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

The learner is able to identify and solve problems by assessing a situation; determining the gaps in performance and proposing a development plan for two learners.

UNIT STANDARD CCFO WORKING

A learner is able to work as a member of a team in coaching a team member to improve individual performance in the team.

UNIT STANDARD CCFO ORGANISING

The learner is able to organise and manage his/her activities responsibly and effectively when coaching a team member and giving feedback.

UNIT STANDARD CCFO COLLECTING

The learner is able to collect, organise and evaluate information gathering evidence of achievement and assessing return on effort.

UNIT STANDARD CCFO COMMUNICATING

A learner is able to communicate effectively using in coaching individuals and giving feedback.

UNIT STANDARD CCFO DEMONSTRATING

A learner is able to demonstrate cultural sensitivity in coaching individuals to improve their level of skill.

UNIT STANDARD CCFO CONTRIBUTING

A learner is able to act as a responsible citizen in the organisation by identifying gaps in knowledge and skill required to meet a team`s service levels.

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LEARNER WORKBOOK SECTION FORMATIVE ASSESSMENT (OPEN BOOK EXAM)

COACH A TEAM MEMBER IN ORDER TO ENHANCE INDIVIDUAL

PERFORMANCE IN WORK ENVIRONMENT - UNIT STANDARD 113909

Full Name and Surname: ___________________________________________

ID Number: ___________________ Date of Assessment: ______________

Name of Assessor: _______________________________________________

Learner Signature: _______________ Assessor Signature: ______________

Pass mark is 70% (81 out of 116)

Competent: Not Yet Competent:

SKILLS PROGRAM 3

BOOK 1

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1. Fill in the missing words: (3 Marks) Business coaching is the practice of providing _____________ and _____________ to an

individual or group in order to help them recognize ways in which they can _______________ the

effectiveness of their business.

2. List the 3 (three) steps in coaching. (3 Marks)

3. Explain the following terms: (3 Marks)

Knowledge:

Skills:

Attitudes:

4. List the 5 (five) basic principles of training. (5 Marks)

5. List 3 (three) differences between training and coaching. (3 Marks)

6. What should employees receive timely from their supervisor/s? (workplace counselling)

(1 Mark)

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7. List the 7 (seven) steps in the counselling process. (7 Marks)

8. List 4 (four) guidelines to effective questioning techniques. (4 Marks)

9. List 3 (three) coaching alternatives. (3 Marks)

10. List 5 (five) roles of a coach. (5 Marks)

11. List 5 (five) characteristics of the effective coach. (5 Marks)

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12. What are the benefits of coaching? (6 Marks)

13. List 5 (five) objectives of communication. (5 Marks)

14. What does the communication model consist of? (5 Marks)

15. List 5 (five) obstacles to communication. (5 Marks)

16. List 3 (three) good listening habits. (3 Marks)

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17. List 6 (six) listening skills. (6 Marks)

18. There are the 3 (three) reasons why coaching may be required. List these reasons. (3 Marks)

19. Is the following statement true or false? (1 Mark)

”Coaching can only happen formally”.

20. Explain the 4 (four) stages of coaching in the workplace. (4 Marks)

21. Why is monitoring through performance or progress reviews essential? List 4 (four) reasons.

(4 Marks)

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22. In the table below are possible problems (left column). Give potential solutions to these

problems in the column on the right. (5 Marks)

Possible problems

Potential Solutions

The coach does not believe in the coaches solutions and puts up barriers

The coaches mistrusts the organization

The coaches has a temporary lack of available time

There is a major difference between her / his style and yours

Person feels that coaching is a prelude to dismissal

23. List the 6 (six) guidelines for developing a coaching plan. (6 Marks)

24. When preparing for coaching, is it necessary to set up a date, time and venue for the coaching

session? (1 Mark)

25. List 3 (three) conflict management skills. (3 Marks)

26. List 5 (five) of the 7 steps to a coaching team. (5 Marks)

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27. Give 4 (four) reasons why you should give feedback. (4 Marks)

28. List the 4 (four) steps to follow when reviewing and giving feedback. (4 Marks)

29. Explain how you would evaluate a learning process by naming and explaining the 4 levels.

(4 Marks)

TOTAL _____________

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113909 learner guide - oshaosha.co.za/attachments/113909_learner_guide.pdf · facilitator/learner...

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