CONTENT: If your actions inspire others to dream more, learn more, do more and become more, you are a leader.

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2 CONTENT: 1. What IS Coaching? 2. What IS NOT Coaching? 3. Benefits of Coaching 4. Structure of a COACHING SESSION in UCT - GROW Model: Goal, Reality, Options, Will 5. Coaching for PERFORMANCE - use it during performance appraisal discussion or during any performance discussion Coaching for DEVELOPMENT use it for developing your employees, especially highpotential employees 6. How Do Managers START COACHING? If your actions inspire others to dream more, learn more, do more and become more, you are a leader. JOHN QUINCY ADAMS

3 1. WHAT IS COACHING? Coaching is a relationship in which one person helps the other to perform his best, achieve professional goals, develop new skills and grow (an efficient way of supporting people s development and growth). It is a flexible process and an integral part of the working day, providing what is wanted, where and when it is wanted. Coaching should be both an intrinsic part of the manager s dayto-day interactions with staff and a more formal arrangement for specific purposes when necessary. Coaching is about expanding people s capacity to create the desired future. It is not telling people what to do, but asking them to examine the thinking behind what they re doing so it is consistent with their goals. (Robert Hargrove. Masterful Coaching Field book 2000). Don't tell people how to do things, tell them what to do and let them surprise you with their results. - George S. Patton Coaching means: inspiring helping the employee to unlock his true potential through raising awareness, inspiring new ideas and encouraging creativity energizing coaching is about energizing the employee through effective communication, soliciting suggestions, and building a can-do attitude facilitating implies that the employee has the capacity to have an insight or creative idea and to thing something through for himself performance anything a coach says or does should be driven by the intention to improve performance learning how to approach a task or master a new technology, looking beyond immediate objectives as the future performance of the organization depend on learning development refers to personal growth and greater self-awareness

4 Coaching is a process that: focuses on future possibilities, not past mistakes recognizes that internal obstacles are often bigger than external ones is about helping the employee in finding answers for himself unlocks people s performance by helping employees to develop their full potential involves conversation, questions and suggestions. The goal of coaching is to guide vision and empower employee as the performance of an individual depend on their potential, attitude and interferences. Interference creates a huge gap between performance and potential, being usually based on fear, uncertainty and doubt. When and where do we use coaching and for what? The most obvious opportunities to apply coaching at work are: Starting a new role / Changing the role Performance appraisal discussions - seeking to improve performance Preparing for succession Motivating staff Career planning, staff development - developing talent for future roles Dealing with stress Delegating Problem Solving Team working Achieving Work/Life balance Two basic premises of this guide should make the distinctions clear: that coaching is an intrinsic part of the job of any manager responsible for other staff; and the coaching process takes place in a workplace setting. The two elements of coaching-by-manager are: - PERFORMANCE COACHING and - CAREER DEVELOPMENT COACHING

5 COACHING FOR PERFORMANCE COACHING FOR DEVELOPMENT goals focused on a defined/specific area of work typically short-term can be one-to-one or team based relationship based on work roles and achievement of specific goals coachee participation voluntary or required PURPOSE: focused on development (career / performance goals) can be short, medium or long term typically one-to-one session relationship based on ability of coach to provide expertise/ advice and referral coachee participation typically voluntary coach is the manager and coachee the staff member coach provides structure, direction, feedback, and identifies and facilitates opportunities for development coach plays key role, with coachee, in defining the outcomes coachee takes responsibility for jobrelated goals ROLES AND RESPONSIBILITIES coach is the manager and coachee the staff member coach provides expertise, advice, feedback and suggests opportunities coachee takes primary responsibility for defining outcomes coachee takes responsibility for achieving career-related goals structured process with start and end points focuses typically on building on strengths in doing the job PROCESS can be structured or relatively unstructured focus on identification of, and working toward, career goals coachee has greater job satisfaction improved workplace relationships both better able to meet outputs coach has greater job satisfaction KEY OUTCOMES: coachee clearer about career direction and how to progress coach has greater knowledge of staff potential (Adapted from Staff Development - Coaching and Mentoring - by Carolyn Keall, SSC)

6 2. WHAT IS NOT COACHING? Coaching, as presented in this guide, must not be confused with Training, Mentoring or Counseling/ Therapy. Coaching inspires people to go beyond where normally might stop, to achieve exceptional performance, enhance productivity, or manage their work in a more effective manner. Training - is a planned process to modify skills, knowledge or attitude through learning experience in order to achieve effective performance in an activity. The purpose is to develop the abilities of the individual. Training is an organizational function, determined by the needs of the organization. Coaching is determined by individual needs first. Mentoring means a process in which a more skilled or more experienced person, serving as a role model, teaches, sponsors, encourages, and counsels a less skilled or less experienced person for the purpose of promoting the latter s professional and/or personal development. Mentoring involves primarily encouragement, listening with empathy, sharing experience and developing insight while acting as a sounding board. A mentor is more focused on the general long-term development of the individual without focusing on specific skills. What can we learn from this? How would you respond to this differently in the future? Counseling/ Therapy Coaching is not the same as counseling. Counseling is problem solving directed at personal issues that are affecting or have the potential to affect performance.

7 3. BENEFITS OF COACHING For the Manager/Coach: Develop as a people manager Increased effectiveness in work group outputs; Staff motivated to meet new challenges; Performance concerns dealt with promptly and constructively; Well motivated staff with career plans; Staff development time effectively used; Development of own staff management skills and abilities; Better working relationships Increased job satisfaction. For the Coachee: Increased job satisfaction; Corrects behavior/performance difficulties; Focused learning opportunities; Opportunities for learning suited to the individual; Enhanced growth opportunities; and Better working relationships with colleagues. For the Organisation: More people doing a better job, therefore more effective outcomes; Managers developing their management abilities; Employees more informed about career prospects; Improvement in morale; Potential for enhanced workplace relationships; When good coaching is widespread the whole organization can learn new things more quickly, thereby adapting to change more effectively; and Higher staff retention.

8 4. Structure of a COACHING SESSION in UCT - GROW MODEL - COACHING is about deeper listening and asking open questions. The GROW model (Goal, Reality, Options, Wrap-up) l is one of the most common coaching techniques. It enables the coach to structure a coaching conversation and deliver a meaningful result WHAT is to be done, WHEN and WHOM? Commit to action Identify possible obstacles Make steps specific and define timing Agree support WILL GOAL SET LONG SHORT TERM OR LONG TERM GOALS Agree topic for discussion Agree specific objective of session Set long-term aim if appropriate OPTIONS CHECK POSSIBLE COURSES OF ACTION: Cover the full range of options Invite suggestions from the coachee Offer suggestions carefully, consider pros and cons Ensure choices are made REALITY CHECK PRESENT SITUATION Invite self-assessment Avoid or check assumptions Establish gap between reality and goal The framework provides a simple four-step structure for coaching session (always follow the steps): future? Step1: SET SHORT TERM GOALS OR LONG TERM - What do you want to achieve in the First, with your team member, you must define and agree the goal or outcome to be achieved. You should help your team member define a goal that is specific, measurable and realistic.

9 You need to check the validity of the reasons behind the goals or learning objectives that are set. This allows you to explore the methods and behaviors that will either eliminate the barrier to making an improvement, or do things that will count towards achieving the goal. In doing this, it is useful to ask questions - PLEASE READ THE APPENDIXES Step 2: CHECK PRESENT SITUATION - What is actually happening now? This is a very important step: too often, people try to solve a problem without fully considering their starting point, and often they are missing some of the information they need to solve the problem effectively. Ask your team member to describe the current reality. Make sure you understand the gap between what s really happening now, against desired goals or a set of competencies. This helps to establish a baseline and a focus for realism and more appropriate action. Make sure there is a shared understanding of what needs to change before thinking how it will be achieved. Step 3: CHECK POSSIBLE COURSES OF ACTION - What can you do to bridge the gap? Now explore what is possible i.e. looking at all the many possible options you have for solving the problem. Help your team member generate as many good options as possible, and discuss these. Make sure you consider all the possible actions you could take. If only a few tried and tested options are considered, there will be little ownership or motivation to make those changes work in the workplace. The pros and cons of each option need to be considered against the situation and relationships surrounding the person involved. By all means, offer your own suggestions. But let your team member offer their first, and let him or her do most of the talking. Step 4: WHAT is to be done, WHEN and WHOM. By examining Reality and exploring the Options, your team member will now have a good idea of how he or she can achieve their Goal. This is not enough: Your final step as manger-coach is to get you team member to commit to specific action. In so doing, you will help the team member establish his or her will and motivation. Make sure you spend time checking out where the motivation will come from to move the agreed actions forward and how the manager is going to show enthusiasm for the goals and provide ongoing support and feedback. step. In Coaching Guide - Appendixes material you can find useful questions for each GROW

10 5. PERFORMANCE Coaching & Coaching for DEVELOPMENT Coaching is about expanding people s capacity to create the desired future. It is NOT TELLING PEOPLE WHAT TO DO, but ASKING THEM to examine the thinking behind what they re doing so it is consistent with their goals (Robert Hargrove. Masterful Coaching) PERFORMANCE COACHING Using coaching techniques the manager can help his employees improve their performance to the required standard or above: the employees can gain the skills, abilities and knowledge they need to develop themselves professionally the employee is helped to develop strategies and address barriers to effectively carry out the essential duties necessary for being successful in their role. During coaching for performance process an open discussion should take place between the supervisor and employee in order to gain employee s agreement to improve performance. The Performance Appraisal is the key process in which you can use formal coaching: during these appraisal meeting the managers should discuss with their employees issues about their performance - competencies and individual objectives performance must be evaluated the expected level of performance during the coaching process, the manager-coach should identify the area(s) of deficiency or performance gaps, compare what is expected to the actual performance, identify to the employee the consequences of their actions, establish and agree on a course of action (using GROW model)

11 Do not resume for coaching only during the semi-annual performance appraisal process. Coaching for performance needs to occur frequently and informally on ongoing basis. Steps in Conducting Coaching Analysis in the Performance Appraisal meetings: Identify the unsatisfactory performance Find out if the employee knows that their work is not satisfactory Does the employee know what is to be done? Are there obstacles beyond the employee s control? Does employee know HOW to do the job? Does a negative consequence follow effective performance? Does a positive consequence follow nonperformance? Can the employee do the job if he/she wants to? What if the problem persists? Questions that a manager-coach might use at performance review time include: How is your work going? What are you pleased about? What would you like to be getting more support with? What ideas do you have about...? What are you not so pleased about? Do you have any ideas about changing that? Had you thought of...? I'm concerned about... What do you think about that? Can you see how you could... I'd like to see... I think a coaching plan would give us a way to work with this... Performance review should not, of course, be the only time these conversations take place, but it is a good vehicle for summarizing the past year's achievements and issues and talking about personal, performance and career development. TIPS FOR COACHING FOR PERFORMANCE: Know Your Own Role - as a leader you will usually have some expert knowledge to offer. Practice by coaching yourself - a great way to practice is to address your own challenges and issues. When you are 'stuck' with something, you can use the technique to coach

12 yourself. By practicing on your own challenges and issues, you will learn how to ask the most helpful questions. Write down some stock questions as prompts for future coaching sessions. Follow the steps: observe (no secret file), establish open communication, stick to performance, suggest ways to improve, make sure they understand, give encouragement, regularly provide feedback, make appointment for next session Ask Great Questions and Listen Well - 2 most important skills for a coach. Don't ask closed questions: "Did that cause a problem?" Do ask open ones: "What affect did that have?" Be prepared with a list of questions to for each stage of the G-R-O-W process. Listen well and let your employee do most of the talking. Remember that silence is valuable thinking time: You don't always have to fill silence with the next question. When managers coach, subordinates become aware of every aspect of the task and the actions necessary which enables him to imagine the success and so chooses to take responsibility. In turn, the manager listens to himself and understand what is going on, thus he would understand the action plan and be supportive instead of threatening to a subordinate. Coaching does not subject the manager into total control nor does it require the performer to take total responsibility, instead it raises awareness and responsibility among the two. COACHING FOR DEVELOPMENT Coaching can also mean working with a talented individual to develop his skills even further. The coaching process can and should be used as a development tool by the managers that have in their teams highpotential employees (nominated in Group s or local high-potential programs). High potential employees demonstrate capabilities in the functional requirements of the business and their specific roles (can do), the personal motivation and drive to excel now and in the future (will do), and the behaviors that ongoing delivery of results (how do).

13 Coaching for career and professional development provides the opportunity for the manager to contribute to the effectiveness, well-being and satisfaction of your employees by supporting them in this important aspect of their lives. The process leads to enhanced productivity, better teamwork, and a strong reputation for you as someone who supports development and cares about the people who work for you. Coaching has the goal of accelerating leadership growth and delivery of business objectives. Adults learn most effectively through a cycle of experience - reflection - generalization - experimentation. The manager consciously moves the person through these phases. Why to use coaching for HiPos: - focus the attention on what they really want to achieve, be or have - identify and remove obstacles and blocks - build a self-belief, confidence, new habits and necessary skills - establish strategies to get the HiPo there During the coaching for development with a HiPo: Set the stage for open, honest communication. Make factual observations about current situation Ask open ended questions (their hopes, their plans, their aspirations; what they need to get there. their ideas on how to move forward) Make suggestions for developmental activities State why you think this will develop the employee Link it to his/her larger goals State how it will help you and the organization too Ask, What can I do to help...? In the case of a successful outcome, no matter how large or small, the employee will learn through receiving positive, concrete feedback in combination with the opportunity to reflect and gain their own insights. Useful questions to begin these dialogs include: Would you like to give yourself feedback here? Tell me about one new thing you learned about yourself through this project. Tell me about the two challenges you faced and overcame. What new skills or management muscles did you discover, develop or strengthen through this project?

14 6. How Do Managers START COACHING? How can you use coaching for improving performance, staff development, and ultimate organizational success? Know Your Role: When engaging in coaching employees it is important to understand and clarify your role. Although there are many similarities, a boss, a coach, and a boss coaching employees have different roles: The Boss = establishes goals and holds their team accountable for results The Coach = is the change agent - helps people increase their skills to achieve the results (typically external to organization). The Boss-Coach = Both mandates the goals and acts as change agent to help people develop the ability to accomplish these goals MANAGER S PERSPECTIVE Creates a quick solution Mediates staff differences Tells the team what to do Tells the team how to manage the issue Steps ahead and out front of the team when it comes to solutions and strategies Get it done. Managers are imposed to respect deadlines, numbers and projects, so inviting collaborative thinking often seems time-consuming. COACHING MINDSET Helps the team members develop their own solutions Queries team members about their role in the disagreements Asks the team to create a solution and present it to the manager Listens to the issue Leads for behind, ask questions before creating solutions and strategies for the team members. Seeks to empower team members and develop a sense of their own contribution to the issue at head Thinks collaboratively, invites the team to join forces and develop strategies and solutions through the synergy and combined efforts of the team.

15 Beware some of the common pitfalls of the dual Boss-Coach role such as: Not making expectations clear Pretending not to have expectations Soft pedaling bottom line expectations Thinking that coaching is a substitute for performance management Thinking coaching is being directive or telling employees what to do Two Important Tasks When Coaching: There are separate and sequential tasks a boss-coach needs to accomplish with any employee: Task 1: Name performance expectations and ensure employee commitment to them. Clear expectations should be behaviorally specific i.e. what, by whom, when. Task 2: Coach and develop employees to accomplish expectations. Once you have clarified expectations offer coaching as a way to accomplish these expectations. Offering coaching as an option puts the employee's motivation where it belongs, with her. STOP DIRECTING! START COACHING! "Make no mistake, as you change your leadership style to one of a coach you will face challenges. There will be times when you question why am I doing this? However, you must at all times keep the long term benefits of being a coach at the forefront of your mind." BYRON & CATHERINE PULSIFER, from Challenges in Adopting a Coaching Style

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