ccca performance coaching (svl)

All of us have goals, personal, professional, spiritual, life goals, effective performance coaching is a matter of aligning life goals with professional goals, once we understand this we can be extremely successful coaches and therefore extremely successful managers!

It is a matter of alignment…


The meaning of the word coaching comes from the analogy of someone who takes someone else to a different place, the purpose of all coaches should be to change agents that facilitate the journey of transformation of the coachee, from the current status, to the desired status.


All Collaborators should look forward to the coaching session, if it is viewed as punitive or even dislikeable the positive effect we can exert will be significantly reduced.

A good manager should recognize that a positive coaching experience is the foundation of coaching effectiveness.

• Become successful managers through effective coaching

• Increase the ROI of our coaching session

• Understand how aligning personal and professional goals is the keyfor coaching and motivation

• Learn how to manage your team’s performance and produce goalbreaking results!

Our Object i ves…

• Ability to recognize the personal and professional goals of your team and the tools to align them

• Ability to recognize performance gaps and develop plans to address them

• Understanding the different phases of Performance Management in Call Center environment

• Tools to manage your Team’s Performance to meet and exceed your targets

Successful Completion will give you:

• To Increase:

• Collaborator’s Motivation• KPI Results• Efficiency• Effectiveness

• To Decrease:

• Collaborator’s Disengagement• Feelings on Inadequacy

Why do we Coach?

The Skill vs. Will Matrix

Most of the Performance Gaps that require manager intervention can be categorized in either Will or Skill issues.

Will Issues: Arise when the Collaborator’s Personal Goals are not aligned with the Organizational Goals. The symptoms can be lack of motivation, lack of desire to achieve, security or confidence, disengagement.

Skill Issues: Arise from absence of proper training, knowledge or the required ability to perform a task. The Symptoms include deficiencies in Product Knowledge, KPI achievement, Language Proficiency, or Tools Usage Abilities.


Skill

Will

High Will / Low Skill High Skill/ High Will

Low Will / Low Skill High Skill/ Low Will


How to coach based on this Matrix?

To simply know if your Team Member has a Will or a Skill issue ask the following questions;

• Does he/she knows what to do?• If No → Skill, If Yes → Continue to next question

• Does he/she knows how to do it?• If No → Skill, If Yes → Continue to next question

• Does he/she have the desire to complete the task?• If no → Will Issue



Once you have determined where in the matrix your collaborator lies,we recommend the following approach to guide your PerformanceManagement Efforts;


Skill

Will


Develop Delegate

Align Excite

High Will/Low Skill

Best Approach:

Develop

This collaborator needs a shift in training techniques:

-Hands on Training/On the Job Training-Role Plays-Explain context and give a sense of business relevance and ripple effects

How to Coach with

the Skill/Will Matrix

Low Will/Low Skill

Best Approach:

Align

Collaborators in this category are at risk of becoming attrition.

- Build the will through appropriate Coaching (following slides) and set progressive objectives, easier to achieve first to build motivation, and harder as time progresses to keep them challenging.

- Once you have built the will you will be a team in building skills

How to Coach with


High Will/High Skill

Best Approach:

Delegate

Involve in decision-makingFrequently ask employee for opinionsGive responsibility and authority because employee is competent and committed.Provide a clear vision of his/her career pathAsk for check-ins at key milestones or when employee has questions.Praise and reward for success

How to Coach with


High Skill/Low Will

Best Approach:

Excite

Discuss why task is important and why employee is best choiceDiscuss what would motivate employee.Be clear regarding expected outcomes (goals) and limitations of time, budget, etc.Check for understandingGive responsibility and authority because employee is competentProvide frequent feedbackRequire frequent check-ins (verbal or written)Praise and reward for success

How to Coach with


Aligning Goals & Objectives

To Align the Life Goals of an Individual with the Organizational Goals for his/her function you should first know both;

• (a) Knowing Personal Goals requires conversations with the Collaborator, not only about work related elements but about their needs, we don’t need to know their ‘life and miracles’ but at least understand what would make them want to be a Top Performer.


To Align the Life Goals of an Individual with the Organizational Goals for his/her function you should first know both;

(b) Organizational goals are defined by your organization and should be known by the supervisor, look for expected vs. actual results within the job descriptions, find the most relevant gaps and start coaching!


Coaching to Will Issues


We already presented the etymological definition coaching, as defined, it requires the participation of at least 2 people, you can’t coach if the coachee doesn’t want to be coached. This is why we suggest to first build the Will first and when you accomplish this you will be a team in driving performance.



In order to have a measurable impact in your collaborator’s performance we must make sure we have their respect and credibility.

We often say to our collaborator’s “people don’t care how much you know until they know how much you care”.



This is also applicable to coaches, if you want to impact someone’s behavior earn their trust, show you care, only then will you be a team in improving performance.


Masslow’s Pyramid

Morality,Creativity,

Spontaneity,Problem Solving,Lack of prejudice

Self-esteemConfidence, achievement

Respect of others, respect by others

Friendship, family, sexual intimacy

Security of body, of employment, o resourcesOf morality, of the family, of health, of property

Breathing, food, water, sex, sleep, homeostasis, excretion

Self Actualization

Esteem

Love/Belonging

Safety

Physiological


Self Actualization

Esteem

Love/Belonging

Safety

Physiological

Masslow’s Pyramid

You can think of the role of a coach as a process in which you move the needs of your collaborator that are fulfilled by the organization from the most basal, to the higher order needs, this will help create the alignment we are ultimately looking for and will shift the coachee to be intrinsically motivated.


• Everyone has personal goals whether consciously or unconsciously, you need to help them uncover them and start the process of aligning those goals with the goals of your organization.

• Goals help everyone sustain motivation and develop a long term vision of what they want to achieve.

How to Uncover your Collaborator’s Life Goals

Phase 1:


How to Uncover your Collaborator’s Personal Goals

• Think of what you want to Accomplish in the Short Term, but most importantly give a vision of what your Collaborators want to accomplish in the Mid and Long Term with their lives.

• Longer Term Goals will help the collaborator achieve self-motivation in his/her current role, even more so if you can show them how to align these goals with the goals of the organization.

Phase 1:


How to Uncover your Collaborator’s Personal Goals

"Your gift lies in the place where your values, passions, and strengths meet. Discovering that place is the first step toward sculpting your masterpiece, your life."

Schuman and Paxton, the Michelangelo Method

The Self Awareness Template

U C G

1 2 3 4 1 2 3

C usto mer Sat isfact io n A H T Quality A ssurance A ttendance Wo rk as a psycho lo gist A chieve F inant ial StabilityA cquire

new Skills

Short Term Improve overall CSAT scores 10% Decrease weekly AHT by 15% Improve QA Scores by 20% Come to work every Scheduled Day Get a paid job as a Psychologist Improve my income 25%

Get a M aster's

Degree in Labor

Psychology

M id Term Be on or above CSAT Target Be below AHT target while keeping CSAT scores on target Be consistent ly above target for QA Scores while keeping AHT on target Be on Time Everyday Get a high paying job as a Psychologist Improve my income 45%

Obtain at least

3 relvant

cert if icat ions

Long Term Help others improve their CSAT scores Help others improve their AHT Help others improve their QA Scores Respect your lunch and break schedule Have my own Psychology Pract ice Have sat isfact ion of all my needs

Be one of the

top 3 best

coaches in the

country

Lif e Goals

Top 3 Lif e GoalsValues - Ideas, Ideals that provoque an emotial response for or

against themP assio n - What excites your enthusiasm? Strengths - What are your best attributes?

3 Understand Others Psychology Good Listener

2 Learn to ident ify the needs of those around me Work as a Psychologist University Studies

1 Learn how to help others Develop experience in my f ield of expert ise Interested in helping people

C o llabo rato r's N ame:

Collaborator's Employee ID: 43752

Collaborator's Signature:

C usto mer Sat isfact io n A H T Quality A ssurance Date:

Improve CSAT scores by 5% Improve weekly AHT by 10% Improve your QA score by 10%

Improve CSAT scores by an addit ional 5% Improve weekly AHT by an addit ional 5% Improve your QA score by an addit ional 10%

Be consistent ly above target for CSAT Scores Be consistent ly below target for AHT goals Be consistent ly above target for QA Scores

Be on the top 3 of the Team's Stack Rank Be on the top 3 of the Team's Stack Rank Be on the top 3 of the Team's Stack Rank4

I f I achieve t he goals I commit t ed t o I wil l get f rom my supervisor:

A tailored Career Path

“If you want to live a happy life, tie it to a goal, not to people or things.” -

Albert EinsteinAddit ional Evaluat ions and Feedback

AHT t ips and product training

You can apply your knowledge in Psychology and your desire to help others in a Supervisory posit ion, where you can coach and develop your collaborator's. However in order to aspire to that possibility, you f irst need to know how to

comply with the requirements of your current role, so you have the expert ise to help others and so you have better possibilit ies of being selected for the role.

C ommit ment :I recognize that there are alternat ives to applying my skills, values and passion in the organizat ion, I'm willing to make an effort to improve my performance if I get help to improve and I'm shown a career goal that is compatible with my

personal goals.

Week

1

M anager's Signature

2

3

C areer Goals

A reas f o r Improvement C areer Goals

U lt imat e Lif e Goal

Have a fulf illing life for me and help others achieve it as well

Let ' s review angain your U LGHave a fulf illing life for me and help others achieve it as well

U lt imat e C areer Goal

Have my own Psychology pract ice

C ompare t hat wit h your U C G Have my own Psychology pract ice

M anager 's Proposal

The Self Awareness Template

The Self Awareness Template is an approach to the alignment of Life Goals with Career goals :

• This exercise requires the Supervisor and Collaborator to trust and respect each other.

• If properly executed, this tool can be the key to long term motivation and can even be a career changing event for the Collaborator.

• Depending on how clear the Collaborator knows his/her strengths you may want to do a SWOT Analysis first.

Coaching should address

Behaviors

There is a difference between behavior and personality, behaviors are a response to stimuli, while behaviors are part of the individual’s personality, personality is much more complex, containing also emotional and attitudinal responses.

In summary a behavior is what you do when presented with certain stimulus, your personality largely defines who you are.

Coaching should be directed towards changing behaviors that impact performance and never towards a change in the individual’s personality.


Behaviors

Psychologists recognize 2 types of behaviors;

Reflexes: Physiological responses to a stimulus which are not controlled consciously.

Operant Behavior: For these behaviors theresponse can be selected based on consequences.


Behaviors

There are 5 main ways to modify operant behaviors, which either involve the removal or presentation of reinforcement or punishment. Punishment is counterproductive in modern working environments so we will limit the discussion to reinforcements;

Positive Reinforcement (Reinforcement): Occurs when a behavior (response) is followed by a stimulus that is rewarding, increasing the frequency of that behavior. This procedure is usually called simply reinforcement.


Behaviors

Negative reinforcement (Escape): Occurs when a behavior (response) is followed by the removal of an aversive stimulus, thereby increasing that behavior's frequency. [In an experiment, negative reinforcement can be a loud noise continuously sounding inside a room until the subject engages in the target behavior, upon which the loud noise is removed].


Behaviors

In practical terms Positive Reinforcement is easier to apply (it is much more feasible to provide a positive reinforcement than to remove a negative one) and is more widely used.

A positive reinforcement can be as simple as a “thank you”, a pat in the back, or a grateful email to the collaborator who earned it, so positive reinforcement is not limited to rewards with monetary value.

Any display of appreciation can help, but knowing which of the displays you can use works best for each of your team members makes a huge difference.


Behaviors

7 Free ways to show you care:

What is preferable to you? Recognition for Success!

Rate them from 1 to 7

A sincere Thank you! 6

Public Recognition! 3

A pat in the back! 7

A Thank you email! 5

Determine if it possible to:

Receive Training of 1up tasks 1

Be assigned to help others 2

An extra break? 4

Coaching should address Behaviors

Overall, coaching should provide a shift towards ever longest term goals for thecollaborator, coupled with consistent small tokens of appreciation, this is the onlyway to maintain long term motivation in a team.


Coaching to Skill Issues

Teaching New Skills

We will assume that all Will issues have been overcome before you start working Skill issues, these may at times be interconnected and require a more holistic approach, however in order to better understand them, we will handle them separately.

Teaching New Skills

There are multiple theories for Adult Learning Techniques, we will discuss only a couple of examples, however it is important to point out that they all agree that adult learning is fundamentally different that child/teens learning, mostly because of the significant impact that our life experiences have in our adult learning approach.

A n d r a g o g y

According to Malcom Knowles:

Andragogy assumes the following about the design of learning:

• Adults have the need to know why they are learning something.

• Adults learn through doing

• Adults are problem-solvers

• Adults learn best when the subject is of immediate use

Teaching New Skills

Teaching New Skills

Andragogy Pedagogy

Relates to: Learning strategies

focused on adults.

All learning and

teaching strategies,

regardless of age.

Introduction

Modified from:

Andragogy consists

of learning

strategies focused on

adults. It is often

interpreted as the

process of engaging

adult learners with the

structure

of learning experience.

Pedagogy is the study

of being a teacher.

The term generally

refers to strategies of

instruction, or a style

of instruction.

http://www.diffen.com/difference/Andragogy_vs_Pedagogy

Teaching New Skills

Pedagogy Andragogy Humanagogy

The Learner is dependent on the

instructor for all leanring The Learner is Self-Directed

These 2 sets of characteristics or

assuptions are not factual truth, in

reality most individuals can be

placed somewhere in between

these sets of elements, which can

be seen as described by some

scholars as opposite ends of a

spectrum rather than parallel lines.

The position of the individuals in

this spectrum not only varies in

time but also varies in reference to

the subject matter and task we are

trying to accomplish.

The instructor Assumes full

Responsibility for what is taught

and how it's learned

The Learner is responsible for

his/her own learning

The Instructor evaluates learning Self-Evaluation

For further discussion on this

debate you can visit:

The leaner comes with little

experince that can be associated

with the learning

http://scholar.lib.vt.edu/ejournals/J

OTS/Summer-Fall-

2000/holmes.html

The experience of the instructor is

most influential

The Learner has a wealth of

expierence that can be associated

with the learning

Adults because of their experiences

are influential to one another

Learners are told what to learn in

order to advance to the next level

Typically adults have a need to

know, the act of learning is

motivated by a need

Adults have the ability to assess to

some extent the difference

between current and desired status

Learning is a process of acquiring

prescribed subjet matter

Learning must have a relevance to

the individual experience

Contents are sequenced based on

predefined knowledge curriculums

Learning is organized around the

fulfillment of objectives given by

the individual's experience

Motivation for Learning Extrinsically Motivated Intrinsically MotivatedMofified from:

The Learner

Role of the Learner's Experience

Readiness to Learn

Orientation to Learning

http://www.floridatechnet.org/inservice/abe/abestudent/andravsped.p

Teaching New Skills

Edgar Dale’s Cone of Learning

10% Read Read

20% Hear Hear

30%View Images

SeeWatch Videos

50%Attend Exhibits/Sites

See/HearWatch a Demosntration

70%Participate on Hands-on Workshops

WriteDesign Collaborative Lessons

90%Simulate Model or Experience a Lesson

DoDesign/Perform a Presentation - "Do the real thing"

Teaching New Skills

In summary, Dale’s cone of Experience should remind us that the greater the number of senses involved in the learning process, the greater the chances that each individual will store the acquired knowledge in the long term memory.

Edgar Dale’s Cone of Learning

Teaching New Skills

As a rule of thumb the more Intrinsically motivated a collaborator is, the most you can rely on Andragogy for to design their training needs, the opposite is not necessarily true, however we are assuming that all Will issues have been resolved, so for now we’ll just say that training has to be delivered to the specific needs of each collaborator, and to include as many senses as possible if you want to maximize your results.

The Multiple Intelligences Theory

• Linguistic intelligence

• Logical-mathematical intelligence

• Spatial intelligence or the ability to form a mental model of the spatial world and to maneuver within it using this model

• Musical intelligence

• Bodily-kinesthetic intelligence, or the ability to solve problems using one’s body as performed by athletes, dancers and other craftspeople

• Interpersonal intelligence which is the ability to understand other people

• Intrapersonal intelligence which is the ability to understand one’s self

Teaching New Skills

Coaching Examples

After we have seen all of these tools, let’s see how to apply them to real life scenarios!

Coaching Examples

We will see one scenario for coaching Will issues and one for coaching Skill issues.

Let’s start with the Low Will Scenario.

Coaching Examples

Like what you just read?

The full version of the document contains examples on how to coach both Will and Skill issues, step by step and including more tools. There are also other relevant call center subjects as part of the

, be sure to check them out!

If you work in a call center, and you are in a position where you have to coach others, or want to be in one of these positions, this is a proven tool to help you be a successful coach!

Performance Coaching

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ccca performance coaching (svl)

Leadership & Management

professional goals

theorganizational goals

goals objectivesto

skill issues

collaborators personal

low skill high skill

knowing personal goals

bothb organizational