BOOKLET
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CONTENTS Introduction
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What is coaching?
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A coaching Theory
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What is the difference between training and education?
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What is the difference between training and development?
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What is the difference between a coach and a mentor?
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What are the qualities of an effective coach?
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Identifying training needs
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What are the principles of one-to-one training?
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Why do some employees resist change?
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One-to-one Instruction
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How should I give feedback
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One –on – one instruction
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Being SMART
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Coaching models
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GROW Template
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Managing people today is less about “command and control” and more about “development and empowerment.” Increasingly, the move away from management towards leadership means ensuring that employees are empowered. This means that managers are expected to coach. Coaching is a cost-effective and efficient way of supporting employee empowerment. Unlike training, coaching is flexible and can be used at any time or place during the day. An organisation that can build and sustain a coaching culture will grow into a remarkable organisation. Not only will employees feel valued but they will also understand their personal contribution to the organisation’s success.
All references to the male gender in this Reference Booklet apply equally to the female gender. All rights reserved. Copyright © 1981 by Bruniquel & Associates (Pty) Ltd. No part of this publication may be reproduced or transmitted in any form or by any means without prior written authorisation from Bruniquel & Associates (Pty) Ltd
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WHAT IS COACHING? Coaching is a form of employee training and development. When new competencies are needed due to a change in the work situation, or when poor performance indicates that remedial instruction is needed, managers can fill the gap through coaching. Over time, coaching can also prepare employees for advancement and additional responsibility. Coaching can therefore be defined as an extension of traditional training methods to include a focus on individual needs and accomplishments. It involves close observation, impartial and non-judgmental feedback on performance and a genuine interest in individual potential. “Coaching is not giving advice or giving solutions. It is about helping the other person find his or her own solution.� Why coach? Managers should coach in order to build employees’ knowledge and skills, as well as to develop the employees themselves as people. Unless employees possess all the knowledge and skills they will ever need to do their jobs, it is imperative that learning takes place during the employment relationship. Coaching is a way that managers supplement any formal training and on-the-job learning that their employees get. It is also a way to give remedial instruction when performance deficiencies are identified. The best way to learn something is to teach somebody else.
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Coaching should also be part of a long-term effort to promote employee development. One of the criteria that leaders are evaluated on is how well they develop others. The effects of good coaching are reciprocal. Effective coaching helps managers and leaders to experience the satisfaction of seeing others grow and develop and perform at their best. What is coaching about? • • • • • • • • • • • • • • • • • • •
Building enthusiasm Being real, authentic Allowing mistakes Valuing employee’s contribution Trusting and respecting team members Giving direction through involvement. Making constructive use of differences Being Flexible and adaptable Acting as advocate and champion Providing face to face and two-way communication Being clear and consistent in practice Listening with understanding Facilitating and enabling Offering regular positive, reinforcing feedback Holding positive expectations based on strengths Specifying behavior that needs to change Communicating information regularly Treating people as adults Creating a climate of confidence and freedom to express ideas and opinions
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A COACHING THEORY Good leaders provide the correct amount of training, coaching, and motivation depending upon the learning level of their students. The Situational Leadership model, developed by Blanchard and Hersey, aims to aid the leader in providing the correct level of training / coaching and motivation. According to the theory, the Learning Cycle, is based on arousal. We often use arousal as a motivator towards change or to learn. But, too much or too little will distract the learner. You want some mid-level of arousal to provide the right climate to learn. Each situation calls for a certain amount of arousal. The learning cycle within the model basically follows the following pattern:
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The Enthusiastic Beginner - The learner is enthusiastic to learn a new skill and may be somewhat apprehensive because they are about to enter a change process. They need clear instructions and lots of feedback because the task is new, and just a little bit of support to calm the stress of change (learning something new). The Disillusioned Beginner - Next, the level of technical support from the coach becomes somewhat lesser so that the learner may experiment with the learning style that works best. The learner has failed a few times in the process, which means emotional support must increase to help keep their confidence high. This period is one of the toughest times for the coach as a lot of technical support and emotional support has to be provided... technical support is needed so that the failures do not become learned (bad habits which are hard to break) and emotional support is required so that the learner does not give up. The emotional feedback needs to be specific, such as: “You did a excellent job with the ..., now you need to ...”; not: “You are doing just fine. Keep trying”.
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The Reluctant Learner - At this point, the learner has become capable of performing his new skill. The amount of guidance drops to just a few pointers so that he can experiment with the new skill. But, he is still not confident, thus the amount of emotional support must stay relative high to build confidence. The Expert - Little direction and support are now required. He begins to take ownership of his new tasks and responsibilities. He is allowed to perform and encouraged to take on new responsibilities and new assignments, which causes the learning cycle to repeat itself. What is the difference between training and education? Education seeks through a process of study to build the knowledge and understanding required in the normal course of life. This includes moral values, which provide guidelines for decision-making. Training entails the transfer of skills to an employee in order to perform a task or job. What is the difference between instruction and training? Instruction involves the giving of directions – what needs to be done. This does not necessarily involve training – the person might be trained but might need information on what is required, when it is required and possibly how the task must be carried out. What is the difference between training and coaching? Training entails imparting knowledge and skills to enable someone to perform a new task or to acquire new skills. Coaching involves the on-going assessment of a person’s performance and providing skills and direction to improve that performance.
COACHING | Pocketbook Coaching includes training, but it is broader. The coach takes a personal interest in team members, seeking to improve everyone’s performance. In sports and indeed in business, the coach should be a motivator and confidant, also possibly a disciplinarian if the person needs correction. It also involves encouraging the person to think for himself. What is the difference between training and development? Development although linked with training is much wider. It includes giving people assignments, which will provide them with experience and prepare them for the future. What is the difference between a coach and a mentor? In business all leaders should coach their subordinates to improve their performance. A coach usually has direct authority and control over the activities of the person being coached. A mentor is usually an older, experienced and respected person who provides advice and guidance. This relationship is usually voluntary and the mentor has no control or authority over the mentee. A line manager can be an employee’s coach but is not normally his mentor. Coaching is short term whereas mentoring is longer term. When would a team leader: •
Give instructions to a team member; -- Instruction on what is required to complete a job (which the team is competent to do
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Train a team member; -- How to perform a new task or to develop a new skill e.g. operating a machine or how to use a computer programme.
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Coach a team member; -- Providing coaching to enhance a team member’s performance – showing him or her shortcuts or the knack of performing a job quicker or better.
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Mentor someone; -- A young person lacking in experience.
What are the qualities of an effective coach? Competence – the coach must understand the job and have the skills to impart them to others. Discernment – the coach must be able to analyse performance and identify shortcomings. Communication skills – the coach must be articulate and be able to give instructions clearly and concisely. The coach must also have questioning and listening skills to get to the root of problems. Candour – the coach must be prepared to be candid and confront the employee on performance shortcomings. Patience – the coach must be patient when training and coaching people. Enthusiasm and Positive attitude – the coach must be enthusiastic and ‘upbeat’ in order to inspire others. The coach must not allow bad moods and personal setbacks to impact on the team. Motivation skills – the coach must be able to inspire and bring the best out of individuals and the team to get the best possible performance. Approachability / Respect – the coach must be approachable and at the same have the respect of the team.
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Fairness – the coach must be seen to be fair and evenhanded and must not ‘play favourites’. Integrity / Dependability – the coach must follow through on what he or she promises. The team must be able to trust him/her. Loyalty – the coach must ‘bat’ for his team and push for rewards when these are warranted. Authentic – the coach must be genuine and real with his team and take a genuine interest in their potential. How do I identify training needs? Direct observation – observe the employee and try to diagnose what he or she is doing wrong. Video analysis – this is particularly useful if the action is fast or people work on different shifts. Incident reports – where something goes wrong and the incident is investigated, training needs are often identified. Interviews – interviews with the employee as well as his/her colleagues, upstream and downstream activities, management and support services such as Quality Control and HR. Performance reviews – training needs are usually reported on in performance reviews (appraisals). New technology – the introduction of new technology usually results in some training being required. Changes in legislation – changes in legislation, particularly safety legislation and labour relations might require training interventions. Management directives – stemming from the business plan.
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What objective criteria can I use to evaluate employee’s performance? • • • • • •
The employee’s own previous performance. The performance of other employees doing the same/similar jobs. Goals and standards set by the employee himself. Benchmarks – standards common to an industry/group of employers. Standards set through work and methods studies. Balanced scorecard – the employee’s performance is assessed against a series of criteria.
Who are the key stakeholders I can interview to get feedback on an employee’s performance? Job incumbent (employee) – the first person whom you should interview! Suppliers – these may be external or internal. Internal suppliers will be colleagues who work upstream from the employee and from whom he receives his inputs. Customers – these may be external or internal. These are people who receive the employee’s outputs. Support Services – these are colleagues who provide support to the employee e.g. engineering, quality control, SHERQ and HR. Employee representative – shop stewards can sometimes provide insight into an employee’s performance. What is the aim of one-to-one instruction? To establish what the employee already knows before beginning instruction. To equip the employee with the knowledge and skills to get the job done correctly and safely to the required standard.
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To give the employee a complete understanding of the performance standard and time limits for the job as well as what to do in the event of problems. To motivate the employee by increasing their skills and responsibilities.
Why should I break learning into stages? People learn better if you give them small amounts of information, which they can absorb before moving on to the next step. If you give people too much information at a time, they simply cannot absorb it. Some may even become panicky and make a complete hash of the job. They might also lose their self-confidence and this could affect other aspects of their work as well. Breaking a task into stages gives the learner an opportunity to ask questions. It also gives the trainer an opportunity to ask questions so as to ensure that the learner has mastered the stage before moving on to the next stage. If a task is broken into logical stages or steps, one can identify the correct sequence of activities so that the task is performed in the most efficient way possible.
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Breaking the task into stages also enables the trainer to identify the 20% of activities that are really important for good performance. What is a stage? A STAGE consists of a cluster of activities. A stage will end when there is a change in direction or where a new set of activities begins. For example: STAGE 1 Prepare for instruction. STAGE 2 Present instruction. STAGE 3 Allow learner to perform the task under supervision.
What is a key point? KEY POINTS are factors relating to the stage or step, which aids understanding, relates to specific requirements or involves an issue, which needs to be stressed in the training What are the methods of instruction I can use? • • • • • •
Tell. Show/demonstrate. Tell and show. Try out – under close supervision. Video – this could be used to review the employee’s. performance and identify weak areas, which may be improved. Put to work – once the employee is competent.
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What are the principles of one-to-one training? Question to establish the learner’s level of knowledge and competence before beginning instruction. • • • • • •
Work from the general to the specific. Continually relate new material to known material. Explain slowly and clearly. Be patient. Check to ensure each stage is understood before moving on to the next. Ensure the learner fully understands his role, responsibilities and where to seek assistance in the event of problems BEFORE putting him to work.
When the learner ‘tries out’ ensure that he repeats the instruction to you! Why should I consult the team before training? Some people read negative things into situations and get ‘the wrong end of the stick’. They might think that others are being trained so that they can be ‘squeezed out’. Others might become unhappy because another team member is being trained whereas they are not – they might however already know the task! Team members sometimes have their own ideas as to who should be trained on what. Failure to take this into account can lead to serious problems. The group may become alienated and resistant to all ideas aimed at improvements. The team will appreciate being consulted and might provide insights you had not thought of. It is also important to explain the reasons why you want to up skill the team – however, be careful not to raise unrealistic expectations.
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Why do some employees resist change? • • •
Anxiety: they feel they may not be able to comprehend or master the new method or they may feel ‘safe’ with the old method; Previous negative experiences (“We tried something like that before but it didn’t work” i.e. the self fulfilling prophesy); Sometimes they have genuine reasons why they do not want to learn the new method (e.g. they can see something wrong with it or they want to change their job, etc.)
How should I listen? Select an appropriate location for the coaching to take place like a quiet room or area free from the distraction of other people and noise. Arrange the seating so that there are no physical barriers, such as a desk, but don’t sit too close – allow for personal space. Set aside any other work you are doing and make arrangement for telephone calls to be diverted; Remove any distractions like the computer, mobile phone or ipad. Create an atmosphere where the employee knows you want to listen to them. Show a genuine interest in what they have to say; maintain eye contact and give them your full attention. Be patient — allow the person time to say all they want to say (within reason) and do not interject. Silences are important! Do not feel compelled to have to answer. A good coach will make his players see what they can be rather than what they are.
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Practice the SOLER technique: S – Straight on body position O – Open posture L – Lean slightly forward E – Eye contact R – Relax and listen Keep an open mind — do not prejudge, jump to conclusions, argue or interrupt; - My way is one way not the only way! Be aware of your own emotions but concentrate on what matters by trying to get at the core of the response. Be sensitive to mood, facial expressions and body movements to understand the full meaning of what is being said. Summarise to check your understanding, ask questions, repeat or paraphrasing. If you want to understand you must be prepared to listen and show you are listening actively! Practical Instruction GUIDELINES FOR CONDUCTING ONE-TO-ONE TRAINING Preparation - Getting Ready to Train Step 1: Analyse and breakdown the task. • Do the job or rehearse the subject beforehand. • Divide the task into STAGES. • Identify KEY POINTS. • Safety factors are always key points.
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Step 2: Get everything ready. • Ensure area, machinery and equipment are available and are in good working order. • Prepare the area – layout and materials. • Aids to instruction (e.g. task analysis, dissected equipment showing what the inside looks like e.g. a valve dissected so one can see how it works etc. INSTRUCTION / ONE-TO-ONE TRAINING Step 1: prepare the learner • Put the learner at ease. • Name the task or subject to be taught. • Check existing knowledge and skills. • Create interest in learning by explaining benefits of mastering the job. • Position the learner so he or she can see what you are doing. Step 2: Demonstrate the task • Tell, show, illustrate as appropriate. • Stop after each STAGE to check understanding • Stress KEY POINTS • Instruct clearly, patiently and completely. • Pace your instruction to the learner – some can follow quicker than others. Step 3: Allow the learner to try out • Ask the learner to do or explain the job, one stage at a time. • Correct errors as they occur. • Check understanding of key points. • Ask the learner to continue doing the job until you are satisfied that he or she fully understands.
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Step 4: Put to work • Indicate personal responsibilities. • Name the person to whom the learner may refer for assistance. • Encourage questions. • Check as necessary. Step 5: Monitor the learner’s work • Objectively assess against specific goals. • Keep a track of progress, ensuring agreed timelines and deadlines are met. • Regular review meetings must be held with subordinates to discuss progress and to give feedback. • Praise and encouragement must be given where it is due. • Where corrective action is required, further specific action with deadlines will have to be set.
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How should I give feedback? PAID Positive Value Acknowledge and reinforce the positive value of the employee. “I really appreciate the work you have been doing on the XYZ account. You have really done some good work in sorting out the systems. This will make my job a lot easier.” Action Things that the employee is doing well or not so well. Focus on facts not generalities. “However, your report on the training for AB Company was late.” Impact The effect these actions are having or could have. People are often not aware of how their actions impact on others. “This meant that I could not complete a consolidated report for the client meeting on Friday. AB were not happy and it could affect our future business.” Desired Outcomes How the employee could do things differently? “In future, no matter how difficult it might be, please ensure that you get your reports in before the stated deadline.” CDA Contract Offer feedback – “I have some feedback for you. Do you want to hear it?” The answer is usually yes. If the offer is turned down and it is a critical issue, the manager coach may have to insist on giving it.
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Data Data must be accurate and broken down into Situation, Behaviour and Impact. “In this morning’s meeting [situation] when you questioned Tracy about the SRT project, I thought that you were a little abrupt with her [behaviour]. She seemed to be very upset and demotivated after this” [impact]. Action It is important that there is clarity and agreement on what action is to be taken going forward. If it is a complex matter, the employee might require further coaching but simple questions can point the way: “What can you do to get Tracy motivated again?” “How could you approach a situation like this in future?” “How specifically will you take this forward?” FENO Facts Where did the employee go wrong? “When you failed to meet the deadline you agreed for your report…. . Effect What was the effect (including emotional impact)? “… I could not consolidate the national figures for the client meeting. This upset the client as he was wanting the information for a meeting with his MD to determine what product they will use going forward. We might lose out on the business as a result.” Needs What needs to happen in future? “You need to be more careful when making commitments so you don’t agree to deadlines you can’t make.”
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Outcome What are the benefits? “By making sure you do not take on more than you can handle and then meeting your commitments, you will enjoy greater credibility and you will not stress yourself unnecessarily.” If the learner hasn’t learned, the instructor hasn’t taught! REMEMBER...A ‘SMART’ GOAL IS A WINNING GOAL! S – Specific M – Measurable A – Achievable R – Relevant T – Time constrained Coaching must be about smart goals and objectives. Specific: A specific goal is a reason to accomplished it. To set a specific goal you must answer the six “W” questions: Who: Who is involved? What: What do I want to accomplish? Where: Identify a location. When: Establish a time frame. Which: Identify requirements and constraints. Why: Specific reasons, purpose or benefits of accomplishing the goal Measurable: Establish concrete criteria for measuring progress toward the attainment of each goal you set. When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal.
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To determine if your goal is measurable, ask questions such as:How much? How many? How will I know when it is accomplished? Attainable – When you identify goals that are most important to you, you begin to figure out ways you can make them come true. You develop the attitudes, abilities, skills, and financial capacity to reach them. You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals. You can attain most any goal you set when you plan your steps wisely and establish a time frame that allows you to carry out those steps. Goals that may have seemed far away and out of reach eventually move closer and become attainable, not because your goals shrink, but because you grow and expand to match them. When you list your goals you build your self-esteem. You see yourself as worthy of these goals, and develop the traits and personality that allow you to possess them. Realistic- To be realistic, a goal must represent an objective toward which you are both willing and able to work. A goal can be both high and realistic; you are the only one who can decide just how high your goal should be. But be sure that every goal represents substantial progress. A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force. Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labor of love.
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Timely – A goal should be grounded within a time frame. With no time frame tied to it there’s no sense of urgency. If you anchor it within a timeframe, then you’ve set your unconscious mind into motion to begin working on the goal. Your goal is probably realistic if you truly believe that it can be accomplished. Additional ways to know if your goal is realistic is to determine if you have accomplished anything similar in the past or ask yourself what conditions would have to exist to accomplish this goal. T can also stand for Tangible – A goal is tangible when you can experience it with one of the senses, that is, taste, touch, smell, sight or hearing. When your goal is tangible you have a better chance of making it specific and measurable and thus attainable. What models for coaching I can use? The questions you can ask when coaching can follow two simple models: GROW or TGROW. These questioning models will enable the trainee to conduct a self-assessment of the situation thus exploring potential opportunities to learn. Goal • What are we here to discuss? • What do we want to achieve from this? • What differences do we want see come out of this? • What is our time frame to achieve this? Reality • What are the key issues that we need to address? • How often do these occur? • What impact or effect do they have?
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Are there other factors that we need to consider? What are the possible different perceptions we need to take into account? What has been done or tried to bring about change?
Obstacles / Options • What is preventing change for the better? • What personal changes need to take place in order for success to become a reality? • Are there any behaviors, attitudes, competencies, skills etc. that need to be considered that are hindering change? • What can be done differently? • Who can help to do things differently? • Can we identify the advantages and disadvantages of the alternatives? • Which is the preferred option? • What would need to be done? Way forward • • • • •
What comes next? What is the timeframe? What are possible obstacles to achieving the goal? How will progress be monitored? What support is needed and when is it needed?
If the TGROW model is used, simply add in the following questions before the Goals: Topic • What are the areas of concern? • What is important? • What does this mean? • Which areas need to be addressed? • Is there more to this?
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GROW template Goal/s – what is to be achieved (SMART). Reality – identify what are the real issues. Obstacle / Option – what is stopping the goals from being achieved and brainstorm ideas to tackle them. Way forward – action plan to achieve the goal/s (SMART).
TGROW template • Add in before Goal Topic – what exactly is going on and how important is it? Solution focused model – OSKAR (make the least change to achieve the best result). Outcome – what will be different through the coaching (IDEAL)? Scaling – measure the difference between the outcome (ideal) and the current situation on a scale of 1 to 10. Know – how and Resources – what needs to be known and what is needed to bring about the ideal based on scale? Affirm – Part 1: Positive reinforcement of knowledge, skill and attitude regarding key strengths. Action - Part 2: Action to take to move towards outcome. Review – review progress at each coaching session.
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“A good coach will make his players see what they can be rather than what they are.” - Ara Parasheghian
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