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  • CoachingandFacilitatingProfessionalDevelopment

    KevinR.ThomasManager,Training&Development

    x3542kevin.r.thomas@williams.edu

    Objectives

    Youlllearnto: Useactivelisteningskills Facilitatelearningconversationsthatincreaseemployeecompetenceandcapacity

    Helppeoplelearnfromexperience Evaluateemployeepotential Shaperolesandassignmentsaroundstrengths Providechallengingassignmentstofacilitateindividualdevelopment

    Conductastayinterview Helpemployeescreateaprofessionaldevelopmentplan

    Coaching and Professional Development Page 1

  • Agenda

    ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

    Agenda

    ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

    Coaching and Professional Development Page 2

  • CreatingAListeningContainer

    Confidentialspace Timeboundaries Minimizedistractions Agreeonnorms

    Confidentiality(alwayslimited)? Whatkindofhelpareyoulookingfor? Oktointerrupttoaskclarifyingquestions?

    BasicListeningSkills

    IncreasingEmpathyandTrustlynda.com,CommunicationFundamentals,JohnUllment

    Coaching and Professional Development Page 3

  • ActiveListeningSkills MinimalEncouragements

    Nonverbalcuesthatyouarelistening VerbalcuesthatyouarelisteningOh?,Mmhmm,Right.

    etc. Paraphrasing EmotionalLabeling

    IgetthesensethatyouarefeelingX.AmIrightaboutthat? Mirroring(orReflecting)

    Echoingwordsorphrases Openendedquestions Pauses

    DangersofAdviceGiving

    Mostpeoplewhoaskforadvicefromothershavealreadyresolvedtoactasitpleasesthem.KhalilGibran

    Whenwehonestlyaskourselveswhichpersoninourlivesmeansthemosttous,weoftenfindthatitisthosewho,insteadofgivingadvice,solutions,orcures,havechosenrathertoshareourpainandtouchourwoundswithawarmandtenderhand.HenriNouwen

    Coaching and Professional Development Page 4

  • ListeningExercise1. PairOff2. Decidewhowilllistenfirst3. Agreeonanynormsyouwanttohaveforthe

    conversation,whichmayincludeconfidentiality4. Speaker:

    TalkaboutachallengeyouarefacinginyourjobListener:a) Howcanyoukeeptheotherpersontalking?b) Howcanyoucontainthetemptationtogiveadvice?Howcan

    youshowthatyou:i. Getthepersonii. Getthesituationiii. Getthepathtoprogress

    Agenda

    ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

    Coaching and Professional Development Page 5

  • ChangeYourQuestions,ChangeYourLife

    AskSwitchingQuestions

    IfyouremanagingsomeonewhoisinJudger,ask:

    Wherewouldyouratherbe?

    Whatelsecanyouthinkaboutthis?

    Whatistheotherpersonthinking,feeling,andwanting?

    Isthisthehillyouwanttodieon?

    Whatchoicesdoyouhave?

    Whatarethefacts?

    Howcanyougetwhereyouwanttogo?

    Coaching and Professional Development Page 6

  • QStorming

    Whenyouremployeeisstuckonachallenge: Introducethemtothechoicemap PickagoalfortheQstorm Askthemtogeneratelearnerquestionsaboutthechallenge

    Clusterandanalyzethequestions Whichquestionshavethemostpunchtothem?Whichonesseemmostworthexploring?

    QStormingExample

    ReadQStorminginPractice

    Coaching and Professional Development Page 7

  • Q-Storming in Practice

    Jane, a senior manager at an IT firm, attended a Q-Storming workshop. She was quick to

    volunteer when I asked who needed a breakthrough. She described a situation with Leslie, a

    highly-paid employee in her department. Leslie had been underperforming for almost two years

    in a position the company had created three years earlier in response to an emergency.

    Jane had excellent coaching skills. She had worked hard with Leslie to improve her performance

    but to no avail. Jane didnt want to fire Leslie, a loyal employee who had done well for the first

    year in her present role. In fact, prior to being placed in this position, she had done well for

    several years.

    Heres the Q-Storming goal I worked out with Jane: to discover a solution that will be satisfying

    and beneficial for Leslie, the company and Jane. The other participants generated 43 questions,

    hoping for ones that Jane hadnt asked herself previously. As usual, the more obvious questions

    came first, such as: How can I get better at coaching Leslie? What am I missing about Leslie

    that would make a difference? What will help me feel better about myself as a manager and

    coach?

    Finally, someone came up with a question that caused Jane to nearly jump out of her seat: Does

    the company still need this role, since it was created to address an emergency that happened

    three years ago? I never thought of that! Jane exclaimed. Her assumption that she was dealing

    with a performance problem was what had kept her stuck. She had never considered that this

    might be an organisational problem, so she hadnt questioned whether Leslies role was still

    necessary. It wasnt, and there was another position where Leslie could be reassigned.

    Excerpted from Stop brainstorming, Start Q-Storming by Marilee Adams, retrieved from:

    http://www.empowermagazine.com.au/stop-brainstorming-start-q-storming/ 5/20/14

    Coaching and Professional Development Page 8

    http://www.empowermagazine.com.au/stop-brainstorming-start-q-storming/

  • QStormExercise

    Volunteer:Describealeadershipchallengeyourefacingrightnow.

    Group:Feedbackonlyintheformoflearningpathquestions.

    Agenda

    ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

    Coaching and Professional Development Page 9

  • 9Box

    9Box

    12

    3

    4

    5

    6

    7

    8

    9

    Coaching and Professional Development Page 10

  • 9 Box Management Tips

    In coaching and talent management, the value of the 9-box grid is to identify when coaching or a

    change in job or responsibilities may be needed. It may not be valuable to the organization to

    spend time and effort in attempting to salvage an individual with low potential and poor

    performance. However, an individual with low potential but effective performance may need to

    be engaged or motivated in his or her current job.

    Performance D W

    Potential

    5 2 1

    8 6 3

    9 7 4

    # Tips for Managing

    1. Provide challenges, encourage cross training, conduct a stay interview, create a retention plan.

    2. Does extremely well at current job with potential to do more; give stretch assignments to help prepare for next level.

    3. Current role may still provide opportunity for growth/development; focused on tactical; focus should be on helping improve strategic thinking.

    4. Experienced high performer but has reached limit of career potential. Focus on appreciation, eliminate red tape, provide good tools and resources.

    5. Seasoned professional capable of expanded role, but may be experiencing problems that require coaching and mentoring. Provide regular, clear feedback, conduct

    strengths story interview. Check for personal problems that may be stressors.

    6. May be considered for job enlargement at the same level, but may need coaching in several areas, including people management. Collaborate to create professional

    development plan.

    7. Effective performer, but may have reached career potential. Coach as necessary to improve performance.

    8. With coaching, could progress within level; focus on stretch goals for this employee. 9. Consider reassignment, reclassification to a lower level or exit from the organization.

    Adapted from: Succession Planning: What is a 9-box grid? Society for Human Resources

    Professionals, retrieved from:.

    http://www.shrm.org/templatestools/hrqa/pages/whatsa9boxgridandhowcananhrdepartmentuseit.

    aspx on May 20, 2014.

    Coaching and Professional Development Page 11

    http://www.shrm.org/templatestools/hrqa/pages/whatsa9boxgridandhowcananhrdepartmentuseit.aspx%20on%20May%2020http://www.shrm.org/templatestools/hrqa/pages/whatsa9boxgridandhowcananhrdepartmentuseit.aspx%20on%20May%2020

  • 9 Box Worksheet

    For each of your direct reports, identify which box they may be in, and create a strategy for

    working with them.

    Employee Box # Management Plan

    Coaching and Professional Development Page 12

  • Agenda

    ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

    Agenda

    ListeningExercise FacilitatingLearningConversations Usinga9Box BREAK StrengthsStoryInterviewFormat StayInterviewFormat ProfessionalDevelopmentPlanning

    Coaching and Professional Development Page 13

  • TheFlowState:ManagingforEngagement

    Employeesareattheirbestwhen: Theyreusingtheirstrengths Theyhavecleargoals Theyrebeingchallenged

    GettingtoKnowYourEmployeesStrengths

    Pairup. Interviewee:

    Thinkofatimewhenyoufeltinthezoneatwork:atyourbest,givingthebestofwhatyouhavetooffer,pluggedin,etc.

    Interviewer: Useyourlisteningskills Reflectbackwhatyouarehearing Showappreciationfortheiruniquestrengths Helpthepersontoclarifyexactlywhatstrengthswereatworkin

    thisstory Helpthepersoncreateanactionplanforhowtheycanuse

    thosestrengthsonemoretime. Switch!

    Coaching and Professional Development Page 14

  • Agenda

    ListeningExercis

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