Coaching

 Performance coaching is an ongoing process which

helps build and maintain effective employee and
supervisory relationships. Performance coaching
can help identify an employee's growth, as well as help
plan and develop new skills.
 Traditional performance management systems
provide feedback whereas successful coaching
programs are all about feeding forward. Rather
than simply evaluating what has happened in the past,
they create a plan for learning and improvement.
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Why coaching is important in managing performance.
 Because the impact of coaching on employee
performance is enormous. Coaching employees to
improve performance enhances individual skills
and helps them better understand their role in
the organization. When employees know what to do
and why they're doing it, they'll perform better and at
a higher level
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How coaching can improve performance.
• A coach can help move you from feeling threatened to feeling
challenged. Coaching to improve performance can provide
clarity to help you make decisions about maintaining
organizational performance; business continuity; and the safety,
well-being, and financial security of your workforce.
• What is coaching and mentoring in performance
management.
• Coaching and mentoring are development approaches based on
the use of one-to-one conversations to enhance an individual's
skills, knowledge or work performance.
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 Coaching is a fundamental performance management

activity that takes the opportunities presented by the
work itself and uses them to develop the knowledge,
skills, competencies and therefore the performance of
people.
 Coaching opportunities arise in two ways: informally
on a day-to-day basis, and after a formal performance
review that identifies learning and development
needs.
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 The CIPD learning and development 2008 survey

found that 44 per cent of organizations offer coaching
to all employees and the most important providers of
coaching were line managers.
 coaching defined;
 the process of coaching;
 the approach to coaching;
 techniques of coaching;
 the skills of coaching.
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 Coaching defined
 Coaching is a personal (usually one-to-one) on-the-job
approach to helping people to develop their skills and
levels of competence.
 The need for coaching may arise from formal or
informal performance reviews but opportunities for
coaching will emerge during normal day-to-day
activities.
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 Coaching defined
 Every time a manager delegates a new task to
someone, a coaching opportunity is
 created to help the individual learn any new skills or
techniques needed to get the job done.
 Every time a manager provides feedback to an
individual after a task has been completed, there is an
opportunity to help that individual do better next
time.
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 Coaching defined
 Coaching was defined by Ellinger, Ellinger and Keller
(2003) as a day-to-day, hands-on process of helping
employees recognize opportunities to improve their
performance and capabilities; a form of facilitating
learning.
 Jarvis (2004) stated that coaching usually lasts for a
short period and focuses on specific skills and goals.
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 The process of coaching

 As described by the CIPD (2007) coaching is

essentially a non-directive form of
development.Evered and Selman (1989) defined the
following essential characteristics that define good
coaching: developing a partnership, commitment to
produce a result, responsiveness to people, practice
and preparation, a sensitivity to individuals, and a
willingness to go beyond what has already been
achieved.
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 The process of coaching

 Woodruffe (2008) suggested that coaching should aim to:

 amplify an individual’s own knowledge and thought
processes;
 improve the individual’s self-awareness and facilitate the
winning of detailed insight into how the individual may be
perceived by others;
 create a supportive, helpful, yet demanding, environment
in which the individual’s crucial thinking skills, ideas and
behaviours are challenged and developed.
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 The process of coaching

 Making people aware of how well they are performing by,
for example, asking them questions to establish the extent
to which they have thought through what they are doing.
 Controlled delegation: ensuring that individuals not only
know what is expected of them but also understand what
they need to know and be able to do to complete the task
satisfactorily.
 This gives managers an opportunity to provide guidance at
the outset– guidance at a later stage may be seen as
interference.
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 The process of coaching

 Using whatever situations may arise as opportunities
to promote learning.
 Encouraging people to look at higher-level problems
and how they would tackle them.
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 Approach to coaching
 Coaching can provide motivation, structure and
effective feedback if managers have the required skills
and commitment.
 Woodruffe (2008) recommended a three-part
approach to coaching:
 Discovery.
 Action Plan.
 Review and recommit.
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 Techniques of coaching
 Hallbom and Warrenton-Smith (2005) recommend
the following coaching techniques:
 Ask high-impact questions – ‘how’ and ‘what’ open-
ended questions that spur action rather than ‘why’
questions that require explanations.
 Help people to develop their own answers and action
plans.
 Identify what people are doing right and then make
the most of it rather than just trying to fi x problems –
coaching is success driven.
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 Techniques of coaching
 Build rapport and trust – make it safe for employees to
express their concerns and ideas.

 Get employees to work out answers for themselves –

people often resist being told what to do, or how to do
it.
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 Techniques of coaching
 A common framework used by coaches is the GROW
model:
 ‘G’ is for the goal of coaching – this needs to be
expressed in specific measurable terms that represent
a meaningful step towards future development.
 ‘R’ is for the reality check – the process of eliciting as
full a description as possible of what the person being
coached needs to learn.
 ‘O’ is for option generation – the identification of as
many solutions and actions as possible.
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 Techniques of coaching
 ‘W’ is for wrapping up or ‘will do’ – when the coach
ensures that the individual being coached is
committed to action.
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 Coaching skills
 A good coach is one who questions and listens.
Coaching will be most effective when the coach
understands that his or her role is to help people to
learn, and when individuals are motivated to
learn.
 They should be aware that their present level of
knowledge or skill or their behaviour needs to be
improved if they are going to perform their work to
their own and to others’ satisfaction.
 Coaching
Coaching skills
 Individuals should be given guidance on what they should
be learning and feedback on how they are doing, and,
because learning is an active not a passive process, they
should be actively involved with their coach, who should be
constructive, building on strengths and experience.

 To do all this good coaches have listening, analytical and

interviewing skills and the ability to use questioning
techniques, give and receive performance feedback, and
create a supportive environment conducive to coaching.

 These are demanding requirements and managers need

encouragement, guidance, training and, indeed, coaching
to meet them.
 Coaching
Coaching skills
 Developing a coaching culture
 On the basis of CIPD research, Clutterbuck and
Megginson (2005) described a coaching culture as one
where ‘coaching is the predominant style of managing
and working together and where commitment to
improving the organization is embedded in a parallel
commitment to improving the people’.
 A culture of coaching is linked to the basic
performance management processes of providing
feedback and reinforcement
 Coaching
Coaching skills
 A culture of coaching (Lindbom, 2007)
 A culture of coaching is one in which the regular
review of performance and just-intime feedback is
expected.
 Employees depend on reinforcement when they have
done things correctly, and understand that a
constructive critique of their work when it needs
improvement helps them to be more effective.
 For managers, this culture sets the standard for
recognition for jobs well done.
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Coaching skills
 The culture of coaching also sets the
 expectation for feedback – positive or for improvement
– that is specific, behavioural and results based.
 This type of culture is self-reinforcing as it leads to
improved performance, which encourages employees
to seek more feedback and managers to see the value
of coaching as the key requirement of their job.
Coaching
 Coaching
1. First, create a safe and supportive, yet
challenging environment
We all need our thinking challenged at times. But
offered without sufficient support, challenge can
cause damage by decreasing trust and eroding
morale. Providing safety and support includes
assuring people that they’ve been heard and that
their feelings and values are understood. It builds
trust, encourages honesty and candor, and helps your
coachee feel psychologically safe at work.
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2. Try to work within the coachee’s agenda.
Remember, this coaching session is not about you, so
let the coachee decide which goals to work on and
even how to go about improving. Sure, it’s great
when the coachee’s own agenda aligns perfectly with
the organization’s goals, but never impose your
personal priorities on the relationship. When it’s
clear you need to push a point, put on your
managerial hat — thereby preserving the special
collaborative coaching relationship you’re trying so
hard to build.
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3. Facilitate and collaborate
Like Socrates, who always led his students with
questions, the best coaches don’t give direct answers
or act the expert. To hold a coaching conversation.
focus on the coachee’s needs, and avoid filling the
lesson with your own life stories and pet theories.
Although you may suggest several options for
responding to a problem, the ultimate choice should
rest with the coachee — with you acting as the
facilitator and collaborator.
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4. Advocate self-awareness.
You want your coachee to learn how to recognize their
own strengths and present weaknesses — a
prerequisite skill for any good leader. In the same
way, you should understand how your own behaviors
as a coach impact the people around you.
Demonstrate a sense of awareness in yourself and
you’re more likely to foster in your coachee a similar
self-awareness. You may also want to share ways to
boost self awareness.
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5. Promote learning from experience.
Most people can learn, grow, and change only if they
have the right set of experiences and are open to
learning from them. As a coach, always help your
coachee reflect on past events and to analyze what
went well and what didn’t. Foster experiential
learning and using experience to fuel development.
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6. Finally, model what you coach. This, the last of the
6 core principles of coaching, may be the most
difficult to embody, as it means putting into practice
lessons you’ve been trying to communicate.
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• Cipd Coaching and buying coaching services

• https://www.ccl.org/articles/leading-effectively-
articles/the-six-principles-of-leadership-coaching/