leader as coach coaching strategies pdi ninth house kelly mcglothlin-zendejas, psyd

Leader as Coach

Coaching StrategiesPDI Ninth House

Kelly McGlothlin-Zendejas, PsyD

Copyright © 2005, Personnel Decisions International Corporation. All Rights Reserved. Nov-05

Workshop ObjectivesWorkshop Objectives

Identify compelling reasons to coach. Learn the Leader As Coach strategies. Identify tactics for specific situations. Help articulate what you already know. Set priorities to develop as a coach.


Your ObjectivesYour Objectives

What would you like to get out of this workshop?

Where do you face the greatest challenge in coaching and developing others?


ExpectationsExpectations

Involvement: Be here now. Open communication: Discuss your

needs and situations. Trust: Respect confidential and sensitive

issues. Open attitude: Experimentation.


Learning is Increasingly ImportantLearning is Increasingly Important

Business world is changing Competition, global markets, labor Technology, communications

Ability to change becomes critical Ability to learn quickly Ability to help others develop quickly


Why Should You Care about Coaching and Development?Why Should You Care about Coaching and Development?

Where will you and your organization feel the most pain if people don’t develop?


Organizational Imperatives for DevelopmentOrganizational Imperatives for Development

Improve bottom line. Help people do things faster and better. Do more with less. Attract and retain people. Build bench strength. Create agile, adaptable organization.


Coaching as a Competitive StrategyCoaching as a Competitive Strategy

In our industry, we’ve maxed out in quality differentiation; we’re running neck and

neck in technology; everyone’s making a high investment in R&D. But we’re not all moving the same direction in HR, so it can be a huge competitive advantage. HR is a

critical differentiator.

— Karen Mattimore, Motorola —


Finding Your Incentives for C&DFinding Your Incentives for C&D

What are the personal incentives for you to coach others?

What are your organization’s compelling incentives for coaching?

Pg. 6


What Is Coaching?What Is Coaching?

Coaching is the process of equipping people with the tools,

knowledge, and opportunities they need to develop themselves and become

more effective.


Leader As Coach StrategiesLeader As Coach Strategies

Forge a Partnership Avoid or reduce resistance So people will work with you

Inspire Commitment Increase motivation So people work on goals that matter


Leader As Coach StrategiesLeader As Coach Strategies

Grow Skills So people can do what is required

Promote Persistence So learning lasts on the job

Shape the Environment To remove barriers and reward learning


Self-Assessment:Partnership and CommitmentSelf-Assessment:Partnership and Commitment

Identify five people you are most likely to coach.

For each person, assess your standing on Forging a Partnership and Inspiring Commitment using the four work sheet questions.

Discuss with partner

Pg. 10


Strategy 1: Forge a PartnershipStrategy 1: Forge a Partnership

Build trust and understanding so

people want to work with you.


Strategy 1: Forge a PartnershipStrategy 1: Forge a Partnership

Build trust and understanding so people want to work with you.

Avoid resistance by taking their agenda as seriously as your own.

Or else you risk that: People won’t take you seriously. People won’t take necessary risks. You can’t address the real issues because

people won’t talk openly.


Understanding Resistance to ChangeUnderstanding Resistance to Change

When was the last time someone asked you to change or do something you didn’t want to do?

What were your reasons for resisting?

Pg. 12


LessonLesson

People have good reasons for resistance that we need to understand: Lack of time; not a priority Fear of failure; too difficult Inconsistent with their values They don’t trust your intentions The timing isn’t right


PDI Coaching Survey: ResultsPDI Coaching Survey: Results

What executives do when they coach:1. Provide feedback and advice2. Do development planning3. Develop skills

How executives want to be coached:1. Get feedback and advice2. Have trusting relationships3. Get information on organizational strategy

and what to develop


VIDEO: The Art of CoachingVIDEO: The Art of Coaching

Pete: Financial manager David: Peer manager/coach Two conversations, different approaches Discussing a real challenge Pete faces Segments are condensed and edited to

illustrate key points Put yourself in the coach’s shoes!


The Art of Coaching: Conversation 1The Art of Coaching: Conversation 1

1. Where do you see resistance?

2. How well does David understand what is important to Pete?

3. How well does David link his agenda to what matters to Pete?

4. What is it like to be in Pete’s shoes?

5. What is it like to be in David’s shoes?

Pg. 14


Lessons from Conversation 1Lessons from Conversation 1

Easy pitfalls for coaches to fall into: Explaining instead of listening. Giving advice before showing that you

understand their point of view. Repeating your views when you meet

resistance. Overwhelming with feedback and advice.


The Art of Coaching: Conversation 2The Art of Coaching: Conversation 2

1. What does David do differently and what is the impact on Pete?

2. How does David provide feedback and new information in this conversation?

3. Where do you see resistance?

Pg. 16


Lessons from Conversation 2Lessons from Conversation 2

Prepare yourself to listen and explore first. Put your agenda on hold until you

understand their point of view. Ask questions to help people clarify their

own thinking and see new options. Go where the energy is: Help people

solve their problems as they define them. Be clear and direct about your views.


Experiences with PartnershipExperiences with Partnership

In two groups: Think of two to three people you would

seek for coaching. What qualities and behaviors make you want to work with them?

How can coaches build trust and partnerships with people they don’t work closely with (e.g., in remote locations)?

Pg. 18


Personal ApplicationPersonal Application

For the person you are coaching, which of these things are you doing or not doing that could impact their acceptance of coaching from you?

Pg. 18


DiscussionDiscussion

Select a learning partner who could help with the person you plan to coach.

Review the four prework questions for the person you plan to coach.

Discuss the partnership dynamics you currently have with your coachee.

Identify the most important partnership issue(s) you need to address.


Lessons LearnedLessons Learned

Personal reflection: What have you learned so far? What do you want to do differently?

Pg. 19


Strategy 2: Inspire CommitmentStrategy 2: Inspire Commitment

Build insight and motivation so people focus their energy on

goals that matter


Strategy 2: Inspire CommitmentStrategy 2: Inspire Commitment

Build insight and motivation so people focus their energy on goals that matter.

Or else you risk that people: Work on the wrong stuff. Never find time for development. Never take ownership of their development.


What Information do People Need to Develop?What Information do People Need to Develop?

Where are they now and where they are going.

What they see and what others see.


Where the person is

Where the person is

The

person’s

view

The

person’s

view

Others’

views

Others’

views

Where the person is going

Where the person is going

GAPSGAPS

Copyright ©2000, Personnel Decisions International Corporation. All rights reserved.

How others see the person

PerceptionsWhat matters

to others

Success Factors

What matters to the person

Goals & ValuesHow they see themselves

Abilities


GAPS Grid — SampleGAPS Grid — Sample

Waldo Austin Marketing product manager in network

server group of high-tech company

Pg. 23


Sources of GAPS InformationSources of GAPS Information

Where the person is Where the person wants to go

Abilities• Self-assessment

• Track record

• Professional assessment

Goals• Values clarification

• Personal goal-setting

• Career counseling

• Career development discussions

• Development planning

Theperson’s

view


Sources of GAPS InformationSources of GAPS Information

Where the person is Where the person wants to go

Perceptions• Direct feedback

• 360o feedback

• Customer feedback

• Performance review

Standards• Roles and responsibilities• Respected role models• Competency models• Organizational vision, values • Organizational goals,

strategies• Core competencies• Competitive challenges• Market demands

Others’ views


Information HuntInformation Hunt

Find three new pieces of information relevant to your development Seek information you are interested in: What

will be most helpful for you?

From three different people At least one Perception and one Standard

Pg. 26


Information Hunt DebriefInformation Hunt Debrief

What surprised you? What did you learn? How is this similar to or different from what

typically happens at work?


Three Coaching FrontiersThree Coaching Frontiers

Working one-on-one Teaching self-reliance Orchestrating resources and learning

opportunities


GAPS: Application to thePerson You Are CoachingGAPS: Application to thePerson You Are Coaching

Discuss with your learning partner: What information do you already know? What additional information do you need to

learn?

When and how will you begin a GAPS conversation with your coachee?

Pg. 28


Prioritizing What To Work OnPrioritizing What To Work On

1.Clarify where the person wants to go:Goals: What is important to them

Standards: Align with organizational priorities

2.Compare G&S with where they are now.

3.Find the greatest leverage points within their total portfolio of talent.

4.Choose one to start working on.


Work Sheet: Prioritize and Align Development ObjectivesWork Sheet: Prioritize and Align Development Objectives

1. Conduct a preliminary analysis of your case.

2. Begin to fill in the steps for your case using the work sheet.

Pg. 31-3




Pg. 36


Key Lessons: Inspire CommitmentKey Lessons: Inspire Commitment

Use this when people don’t make development a priority.

Use GAPS information to propel and direct development.

You can’t motivate people; but you can tap into existing motivation (Goals).

Gain commitment by finding where Goals and Standards are aligned.


Strategy 3: Grow SkillsStrategy 3: Grow Skills

Build new competencies to ensure people

know how to do what is required.


Strategy 3: Grow SkillsStrategy 3: Grow Skills

Build new competencies to ensure people can do what is required.

Or else you risk that people: Stall at current level of proficiency. Repeat old mistakes. Can’t do their jobs and feel frustrated. May disguise their performance gaps.


SeedsSeeds

What do the instructions say on the back of your seed packets?

What do seeds need to grow? What are the ingredients of growth?

What do people need in order to grow?


Active Ingredients of LearningActive Ingredients of Learning

Think of a situation where you learned something significant.

What was it about that situation that made it a learning experience?


Creating Meaningful ChallengeCreating Meaningful Challenge

Meaningful Personally relevant Real consequences

Challenge Some stretch and risk of failure Encourages new thinking and behavior

Reflection What worked and what didn’t


Work Sheet: Grow SkillsWork Sheet: Grow Skills

Discuss work sheet with learning partner. What is the person’s learning objective? Where do you want to see the person

using the skill? How can you increase the level of

meaningful challenge for that person?

Pg. 44-45


Development FIRSTDevelopment FIRST

Focus on priorities Implement something every day Reflect on what happens Seek feedback and support Transfer learning to next steps


Personal Learning PlanPersonal Learning Plan

Review the sample Learning Plan. How is this different from what you

typically see in a development plan?

Pg. 47-48


Key Lessons: Grow SkillsKey Lessons: Grow Skills

Use this when people clearly don’t have a skill they need.

Find experiences that provide meaningful challenge.

Build learning into day-to-day activities. Help people reflect on what worked, what

didn’t, and what to do differently.

Pg. 49


Strategy 4. Promote PersistenceStrategy 4. Promote Persistence

Build stamina and discipline to make

sure learning lasts on the job.


Strategy 4. Promote PersistenceStrategy 4. Promote Persistence

Build stamina and discipline to make sure learning lasts on the job.

Or else you risk: Fads and false starts. Frustration and failure.


Two AspectsTwo Aspects

Manage the mundane Fitness routine: The goal is attractive, but the

reality can be tedious.

Fight fear of failure.


Support Intelligent Risk TakingSupport Intelligent Risk Taking

In groups of three to four people, discuss what you can do to minimize fear of failure and support intelligent risk taking with the people you are coaching.

Each person write your best ideas on flip chart in front of the room.


The “Get Real” TestThe “Get Real” Test

If you get stuck, use the “Get Real” Test to diagnose likely barriers:

Behavior Obstacles Attention

Pg. 52-55

sample


“Get Real” for Yourself“Get Real” for Yourself

Use the work sheet to examine how you will anticipate and overcome the barriers as you try to develop your coaching skills.




Pg. 56


Key Lessons: Promote PersistenceKey Lessons: Promote Persistence

Use this when people don’t apply what they know.

Keep development on the scope. Help people take meaningful risks to

stretch themselves. Pinpoint exactly what they will do to put

skills into practice. If stuck: Willing to pay the price?


Strategy 5: Shape the EnvironmentStrategy 5: Shape the Environment

Build organizational support to reward

learning and remove barriers.


Strategy 5: Shape the EnvironmentStrategy 5: Shape the Environment

Build organizational support to reward learning and remove barriers.

Or else you risk: People have easy, legitimate excuses. Uphill struggles for those on board Mixed messages. Claims of hypocrisy; cynicism and

disillusionment with management.


Shaping Your EnvironmentShaping Your Environment

What kind of environment for coaching and development do you want?

What can you do to take the first step? As a role model? As a leader in your team? To influence other decision makers?


Leverage for Shaping Your EnvironmentLeverage for Shaping Your Environment

What are the most powerful forces that shape and maintain your environment? Rewards, promotions? Visibility, role models? Management actions? Policy, procedure, regulations?

Which ones can you leverage?


Personal CommitmentPersonal Commitment

What commitment will you make to shape the environment to support coaching and development?

How will you put that commitment into action?

Pg. 60


Key Lessons:Shape the EnvironmentKey Lessons:Shape the Environment

Use this to ingrain learning in how you do business.

What you do is powerful in shaping what others do.

Eliminate easy excuses: take complaints about barriers seriously.

Act on areas under your control.


Lessons Learned and Next StepsLessons Learned and Next Steps

What have you learned today and what are you going to do about it?

Write down in your to-do list three steps or reminders for what you will do in the next 10 days.

Share at least one lesson and one of your next steps with the group.

Pg. 61


The more you crash,the more you learn . . .The more you crash,the more you learn . . .

You have to make a choice. If you stay inside your comfort zone, you can make it. If you go outside, you fall. If you go on the

edge, you win. Racing is a process of learning where that edge lies.

— Steve Podborski, World Cup downhill skier —


Thank You!


Optional section on Seeking and Offering Feedback


Discussing FeedbackDiscussing Feedback

Feedback is an exchange of information that helps people understand how others perceive them.

Effective feedback increases insight and enables people to make better choices about what they do.


Principles of FeedbackPrinciples of Feedback

Discovery, not delivery Mutual understanding, not persuasion Adaptive, not a formula Process, not event


Feedback ALERT: Guidelines for Seeking FeedbackFeedback ALERT: Guidelines for Seeking Feedback

Ask for feedback Listen actively to what people say Express thanks and reactions Reflect on what you’ve heard Take action where needed


Feedback ALERTFeedback ALERT

Ask for feedback Explain what you want and why Seek feedback regularly

Listen actively to what people say Explore and accept their point of view Understand the impact on them Don’t argue, explain, or defend


Feedback ALERTFeedback ALERT

Express thanks and reactions Thank them for their time and effort Disclose reactions and thoughts

Reflect on what you’ve heard Thoughts, feelings, and actions

Take action where needed Identify where and when to begin


Feedback DebriefFeedback Debrief

Did you explore their position first? Did you use active listening skills? Did you explain your view using the whole

message? Did your stated goal match your behavior?


Conventional WisdomConventional Wisdom

Half-truth: Feedback should be immediate.

Real Truth: Feedback should be given when people can best hear it and use it.



Half-truth: Feedback should be specific and behavioral.

Real Truth: Feedback should be relevant to people’s goals.



Half-truth: Feedback should be 80 percent positive.

Real Truth: Feedback should be genuine and focus on what is most important in the situation.

leader as coach coaching strategies pdi ninth house kelly mcglothlin-zendejas, psyd

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