Coaching & Feedback: Making it Work

Transcription

1 Coaching & Feedback: Making it Work

2 Ground Rules Confidentiality Listen in order to understand, not in order to debate listening doesn t mean waiting to talk Let me know what you need suffering is optional Pay attention to your intentions What do I want from this conversation? Am I willing to be influenced? Balance advocacy with inquiry What led you to that view? What do you mean by that view? Use self-awareness as a resource What am I thinking? What am I feeling? What do I want at this moment?

3 Issue Bin A quality tool that opens up the channels of communication in a positive way. Put your comment or question on a sticky note and post it in the BIN. Use the BIN when: You don t want to interrupt the speaker You don t want to change the pace of the conversation You don t want to stop your own thinking on the topic You aren t comfortable bringing up a point in the large group The question isn t answerable at the time Make sure the group has a process for dealing with hot issues, suggestions, and unanswered questions. Technology Driven Results Proven verv

4 Definition of Feedback Feedback is an exchange of information that helps people understand how others perceive them; it helps people understand where they stand as well as the expectations of others. Effective feedback increases insight and motivates action. It is part of a regular process of performance inquiry rather than a single conversation. The act of telling someone else what you think of them increasing the probably of strained future relationships and declining performance. Code for someone is in big trouble. Generally calling a message feedback gives the deliverer of the message permission to dump everything that they thought but carefully edited since the relationship began. Thus, feedback is very therapeutic to the deliverer though it sometimes causes collateral damage to the receiver.

5 Feedback Framework I. Commit and Prepare A. Decide to do it B. Create a culture of regular feedback C. Plan ahead and have clear goals for the conversation D. Be balanced and choose a few key items to focus on. II. Balance Observation with Inquiry A. Be descriptive B. Balance observations with Inquiry into what the receiver perceives III. Plan Next Steps A. Pin down who will do what next B. If needed, schedule a follow up meeting C. Be clear about expectations for the next meeting.

6 Commit and Prepare Reflecting on My Experience with Feedback Fill our the Reflecting on My Experience with Feedback sheet and discuss them with a partner. 1. Think of a time when you were part of a situation where someone really needed clear feedback on their actions or performance, but did not receive it. You may have either been the person who needed feedback or the person who could have offered feedback to another. In either case, recall the situation and note some of the consequences of the absence of clear feedback. 3. What factors keep you from being more ready to offer difficult feedback to others?

7 Feedback and Organizational Culture Culture is a pattern of shared basic assumptions that was learned by a group as it solved its problems that has worked well enough to be considered valid and, therefore to be taught to new members as the correct way to perceive, think, and feel in relation to those problems. Edgar Schein

8 Feedback and Culture Culture is often taken for granted or unconscious. The underlying assumptions are so self-evident to those who are a part of the culture that they are not seen as assumptions and are not questioned. What are your organizations assumptions (perhaps subconscious) about feedback? How could you shift your culture to encourage more appropriate feedback?

9 Guidelines for High Impact Feedback Is specific and descriptive of behavior, rather than evaluative or personality related Based on first hand experience Reinforces positive new behavior and what the recipient has done well Suggests rather than prescribes improvement avenues Is a two way conversation Is continual rather than sporadic Is intended to help rather than to wound Is well-timed Feedback is most effective if it is immediate and consistent and rewards positives behavior as much as it holds negative behavior accountable. Catch them doing it right

10 Process for Giving Feedback From AchieveGlobal 1. Convey your positive intent, the reason for the conversation, and the goals for the conversation. 2. Describe specifically what you have observed. 3. State the impact of the behavior or action. 4. Ask the other person to respond ( What am I missing Do you see anything differently? What is your sense as to how this is going? ) ; then be quiet and listen. This is an essential step 5. Focus the discussion on solutions. 6. Summarize the core points you want people to remember and plan next steps

11 Planning Questions Worksheet Convey your positive intent. What common goals or outcomes can you point to? Ask the other person to respond. What will you say to draw out the other person s reactions? Describe specifically what you have observed. What did you observe? What exactly happened? LISTEN to what they have to say. Focus the discussion on solutions. How do you think the other person will respond? What you say depends on the other s response. State the impact of the behavior or action. What was the impact on you, others or achieving organizational goals? Summarize the core points you want people to remember. List your core points.

12 Feedback Checklist Feedback Framework Commit and Prepare Did the person start by communicating his/her intentions for the conversation and the parameters of the conversation? Yes/ No Description of what was said How did the giver of the feedback start the conversation? Did this seem effective and why do you think so? Did the giver of the feedback focus on a few areas or did the conversation go in many different directions? Balance observation with inquiry What specific observations did the giver of the feedback offer? Did the giver of the feedback offer any unsupported evaluations of the person s performance? How do you think the giver of the feedback balanced making observations and inquiring into what the receiver thought? Why do you think so? Plan next steps Did the feedback include next steps?

13 Feedback Checklist Feedback Framework Commit and Prepare Did the person start by communicating his/her intentions for the conversation and the parameters of the conversation? Yes/ No Description of what was said How did the giver of the feedback start the conversation? Did this seem effective and why do you think so? Did the giver of the feedback focus on a few areas or did the conversation go in many different directions? Balance observation with inquiry What specific observations did the giver of the feedback offer? Did the giver of the feedback offer any unsupported evaluations of the person s performance? How do you think the giver of the feedback balanced making observations and inquiring into what the receiver thought? Why do you think so? Plan next steps Did the feedback include next steps?

14 Why Should We Coach? Think of a time when you benefited from someone coaching you. How did the coaching help you? Who and what benefits from coaching within an organization? When should we coach when should we not coach?

15 Coaching: What Are You Trying to Accomplish? Long Term Excellent Performance Real Coaching begins... Self Generating Self Correcting Directed TIME Technology Driven Results Proven verv

16 Responsibilities What are the individual responsibilities of the coach and the person being coached? Technology Driven Results Proven verv

17 Qualities of the Coaching Relationship First and foremost, coaching requires a relationship of mutual commitment between the coach and the employee/team members. Freedom of Expression Relationship Mutual Trust Mutual Respect

18 Coaching Process Build Rapport 1. Observe and Analyze COACH Positive attitude about learning Belief in people 3. Provide Feedback & Input Appropriate to Situation The Goal: Facilitate Learning and Listen 2. Question EMPLOYEE Current gaps New capabilities Adapted from Get Fit For Coaching. HRDQ (2001).

19 Coaching Process Build and Maintain Rapport Successful coaches build and maintain rapport so they are able to: Read and respond to people effectively Create a trusting relationship that allows them to influence people through feedback, advice and guidance Actions to improve your rapport-building skills: Make time available easily to your employees Determine what excites the person Model and encourage open, authentic communication Say what you really mean Do what you say you will Respect person s values and style differences Technology Driven Results Proven verv

20 Coaching Process Steps 1. Observe and Analyze Successful coaches observe and then analyze: Gaps between demonstrated skill level and performance standards/ future development Actions to improve your observation and analytical skills: Observe your employees in both informal and formal situations. Identify any environmental variables that can affect your employees performance. Identify patterns of employee s behavior and its impact on others Prioritize the key 1-2 coaching opportunities Determine which situational coaching style will most help your employee Technology Driven Results Proven verv

21 Recognizing a Coaching Moment Brainstorm coaching moments that you have witnessed. Technology Driven Results Proven verv

22 Coaching Process Steps 2. Listen, Question and LISTEN Again! Successful coaches listen and question to: Establish authentic two way communication Gather thorough information on specific issues Understand and acknowledge how an employee feels Summarize areas of agreement or clarify areas of disagreement Actions to improve your ability to listen and question: Listen well and suspend judgment. Utilize probing questions to further mutual understanding. Test your understanding of what you heard. Establish environment that fosters two-way communication. Technology Driven Results Proven verv

23 Coaching Process Steps 3. Select an Appropriate Coaching Style Successful coaches provide responses and use a style appropriate to the situation: Directing Facilitating/Coaching Consulting/Supporting Delegating This requires the coach to interpret all the factors and determine/ deliver: Ken Blanchard Companies Technology Driven Results Proven verv

24 Coaching: What it Is and Isn t Coaching is the process of equipping people with the tools, knowledge and opportunities they need to develop themselves. Effective coaches are catalysts who make development quicker and more effective. Isn t an occasional conversation something you do TO people centered on fixing problem behaviors Coaches don t develop people; they equip people to develop themselves. Is a continuous process something you do WITH someone about cultivating people s capabilities Successful Manager s Handbook Personnel Decisions International Technology Driven Results Proven verv

25 Creating a Coaching Environment: Eliminating Management Malpractice Malpractice Attitudes Exhibiting Indifference toward employees Feeling/acting superior Showing favoritism Disregarding employees Malpractice Skills Poor Listening Poor feedback Poor interpersonal skills Malpractice Behaviors Lack of Performance standards Ineffective delegation Lack of commitment to employee development Lack of patience Others? Technology Driven Results Proven verv

26 The Question: To Coach or Not to Coach? AchieveGlobal The most effective coaching occurs at the moment it s needed. Think of coaching opportunities you may have missed on the job. Which of the following coaching opportunities have you seen recently? Did someone: Ask you for advice, assistance, feedback or support? Struggle with a task? Take on a new task or responsibility? Appear frustrated or confused? Seem indecisive or stuck? Perform inconsistently? Seem unsure of his or her abilities? Express a desire to improve? Identify a person you would like to coach after this session. How will you identify that he or she is ready? What are benefits for you and this person? Technology Driven Results Proven verv

27 Types of Questions 1. Questions that gather information and build trust Are often open questions Are more common early in the mediation Can you give me an example of that? Can you tell me more about your view of? 2. Questions that explore interests Help mediators understand what is most important to clients Can you help me understand why that is important to you? What concerns you about this situation? How does affect you? 3. Questions that help the parties explore solutions Should not lead the parties to your solutions Encourage the parties to do the work of negotiating What other things might you try? What would make this idea more acceptable to you? 4. Reality Checking Questions Help the parties explore the outcomes that they are talking about What might be the problems with this idea? If you can t resolve this here today, how will that impact you? What is the impact on you as a small town contractor if people start questioning your reputation?

28 What Coaches & Mentors Do Following is a list of things that mentors do. For each, check whether you have benefited from and/or done this for others. Others have I ve done Coaches/ Mentors done this this for for me others Set high performance expectations Offer challenging ideas Help build self-confidence Encourage professional behavior Offer friendship Confront negative behaviors and attitudes Listen to personal problems Teach by example Provide growth experiences Offer quotable quotes Explain how the organization works Help far beyond their duties or obligations Stand by their mentees in critical situations Offer wise counsel Encourage winning behavior Trigger self-awareness Inspire excellence Share critical knowledge Offer encouragement Assist with careers Source: Adapted from Achieve Global