EXPECTATION OF

THIS MODULE
People Developer

Page 1
 Talent Developer
4 Commmunication
Teamwork
Customer Service
3
PEOPLE
EXCELLENCE
Integrity SELF
Professionalism EXCELLENCE CORE
Result Oriented
COMPETENCIES
BUSINESS
EXCELLENCE

Financial Acumen
3
Analysis
Technology Oriented

Page
2 2
Leadership from the Al-quran

And We made them leaders, guiding by Our

command; and We inspired them to do good works,
and to observe the prayer, and to give out charity.
They were devoted servants to Us.
( Al-Anbiyya :73)

Page 3
Group Discussion

 Quick Taaruf
oGlamor name
oDept
oExpectation
Group Name
Group Logo

Page 4
 Cluster : People Excellence

Competency Title : Talent Developer

Definition
Ability to continuously develop team members by identifying the competencies required to complete work and collaborate
with team members to develop those competencies

Level 1 Level 2 Level 3 Level 4 Level 5

Regularly shares Provides Helps team members Ensures that Provides long-term
expertise with team performance feedback develop their skills and resources and time are direction regarding
members to support and support, abilities. available for learning needs for staff
continuous learning reinforcing strengths Encourages team development activities. and how to pursue the
and improvement. and identifying areas members to develop Ensures that all attainment of this
Advises, guides and for improvement. learning and career plans employees have learning.
coaches others by  Encourages staff to and follows-up to guide equitable access to Institutes
sharing experiences develop and apply development and measure development organization-wide
and discussing how to their skills. progress. opportunities. mechanisms and
handle current or Suggests to Advocates and commits Provides processes to promote
anticipated concerns. individuals ways of to ongoing training and opportunities for and support continuous
improving development to foster a development through learning and
performance and learning culture. tools, assignments, improvement.
competence. mentoring and Manages the learning
coaching relationships process to ensure it
etc. occurs by design rather
than by chance.

Page55
Key Roles of People Developer

Learning
Facilitator

People
Coach Developer Leader

Mentor

Page 6
SUB-MODULE INTRODUCTION TO
LEADERSHIP

Page 7
OBJECTIVES OF SUB-MODULE
At the end of this sub-module the participant will be
able to :

Understand the definition and importance of

leadership
Understand the difference between leadership and
management

Page 8
Leadership Myth
Leaders are born
Leaders are charismatic
Leader is the one with highest position/rank
Leader manipulate people
Leader is the one with more education
Leader is the one who serve longest
Leader is the one will to take any task of his employee
Leader is the one older
Leader always need to have follower
Leadership is not position but an attitude about your roles
and responsibilities.
Page 9
Leadership Definition
 "The only definition of a leader is someone who
has followers." - Peter Drucker
 "leadership is influence - nothing more, nothing
less" - John C. Maxwell
 "Leadership is a function of knowing yourself,
having a vision that is well communicated, building
trust among colleagues, and taking effective action
to realize your own leadership potential." - Warren
Bennis

Page 10
 Why Leadership is Important
 Being the person accountable for things or having a title
does not make you the leader.
 Leadership comes from your ability to inspire trust in
other people. If people trust you, they will follow. If
they can’t trust you eventually things will fall apart.
Examples:
1. Home
2. Business owner
3. Workplace
4. Other Areas

Page 11
Mampukah Saya Menjadi Pemimpin
 The Differences Between Manager and Leader

Manager Leader
Reduces uncertainty Creates uncertainty
Provides stability Creates change
Components Components
o Setting organizational
o Planning & budgeting direction
o Organizing and staffing o Align people with the
o Controlling & problem direction via
solving communication
o Motivate people to action
• Empowerment
• Need gratification

Page 12
 Leadership and Management
WHICH IS MORE IMPORTANT?

Leadership & management are distinct, yet

complementary systems of action

Effective management Effective leadership

produces useful change
controls complexity

Effective Leadership + Good Management =

Healthy Organizations = High Performance

Page 13
 Leadership Traits And Characteristics
Compiled by the Santa Clara University and the Tom Peters Group
 Honest
o Display sincerity, integrity, and candor in all your actions.
o Deceptive behavior will not inspire trust.
 Competent
o Base your actions on reason and moral principles.
o Do not make decisions based on childlike emotional desires or feelings.
 Forward-looking
o Set goals and have a vision of the future.
o The vision must be owned throughout the organization.
o Effective leaders envision what they want and how to get it.
o They habitually pick priorities stemming from their basic values.

Page 14
Stand Your Quote
Leadership Traits And Characteristics

Inspiring
o Display confidence in all that you do.
o By showing endurance in mental, physical, and spiritual stamina,
you will inspire others to reach for new heights.
o Take charge when necessary.
Intelligent
o Read, study, and seek challenging assignments.
Fair-minded
o Show fair treatment to all people.
o Prejudice is the enemy of justice.
o Display empathy by being sensitive to the feelings, values,
interests, and well-being of others.

Page 15
Leadership Traits And Characteristics

Broad-minded
o Seek out diversity.
Courageous
o Have the perseverance to accomplish a goal, regardless of the
seemingly insurmountable obstacles. Display a confident
calmness when under stress.
Straightforward
o Use sound judgment to make a good decisions at the right time.
Imaginative
o Make timely and appropriate changes in your thinking, plans, and
methods.
o Show creativity by thinking of new and better goals, ideas, and
solutions to problems. Be innovative!

Page 16
 Leadership Style
Autocratic Style Democratic Style Laissez-fair Style
(Authoritarian) (Participation) (Delegation)

• Make decisions • Allow the team to • Don't interfere;

without consulting provide input before • They allow the team to
their teams. making a decision make many of the
• This is considered • Although the degree of decisions.
appropriate when input can vary from • Typically this happens
decisions genuinely leader to leader. when the team is highly
need to be taken • This type of style is capable and motivated,
quickly, when there's important when team and it doesn't need close
no need for input, and agreement matters, but it monitoring or
when team can be quite difficult to supervision.
agreement isn't manage when there are
necessary for a lots of different
successful outcome. perspectives and ideas.

If you are a leader, which style you prefer to use and why? Page 17
If you are a team member, which style you prefer your leader to use and why?
Scenario – What Leadership Style?
To recognize all three styles of leadership
o Autocratic (Authoritarian)
o Democratic (Participation)
o Laissez-fair (Delegation)
Listed next are scenarios
Determine:
o what style is being used
o if it is correct for the situation or if a different style would work
better.
o Helpful hint - you have probably been in a similar situation...
what was your reaction to that style at the time?
Page 18
 Scenarios
1. A business major is leading a team of research scientist
working on new ways to use plastic. Although the team
discusses the merits of each ideal and project, she retains
the final decision making authority.
2. A new supervisor has just been put in charge of the
production line. He immediately starts by telling the crew
what changes need to be made. When some suggestions
are made, he tells them he does not have time to consider
them.
3. A construction crew has worked together for the last four
years with very little change-over in personnel. They
always vote whenever a decision has to be made on how
to proceed with the project.

Page 19
Scenarios
4. The owner of a small electronic store starts every
day by telling the three employees what has to be
done and how to do it.
5. An inspection line has no supervisor. They are
expected to have the correct staffing, procedures,
and expertise on each shift to ensure no defective
parts gets pass them.
6. A new squad leader is just assigned overseas. She
immediately calls her squad together for a meeting
and asks for their ideas and input on an upcoming
field training exercise.
Page 20
 Scenarios
7. There are seven people on a special project team and
each individual is from a different department. Although
a leader was elected, for a decision to pass it must have
the approval of each individual.
8. A small department performs the same functions every
day. To get information out, the supervisor sends it by
email or voice mail, very rarely is a meeting called.
9. A forklift has its forks raised in the air to put some
material in the racks. An employee darts under the forks
(safety violation) so he can get back to his work-station
in time. The supervisor tells him very sternly not to ever
do that again and notes it in his log.

Page 21
Scenario
10. A project is running late. The manager puts out a
course of action to take to try to put it back on track.
Later that week she calls a meeting of all supervisors
and key players to create a strategy to keep the
project running on schedule.
11. A manager is working on the budget. He is told to get
a hot project running immediately. He calls his staff
together and explains the project. He then tells them
to get it up and going while he completes the budget.
12. A newly hired supervisor is not allowed to make any
decisions unless it is approved by the manager first.
Page 22
 SUB-MODULE : TASK
LEADERSHIP & MANAGEMENT
Let’s relate the activity to this module

Page 23
OBJECTIVES OF SUB-MODULE
At the end of this sub-module the participant will be
able to :

Understand Task Leadership and Management

Shift priority, responds, approaches to meet team
goals

Page 24
S.P.I.C.E. Model

Scope

Evaluate Plan

Control Implement

Page 25
Scope

 Defining the task

 Establishing
goals and
objectives
 Determining key
activities

Page 26
Plan
 Time, Budget and
Resources
 Schedule
(Identifying Sub-
Task and Time
Required to
execute)
 Risk Analysis and
Mitigation

Page 27
Implement

 Mobilisation of
resources
 Execute as
planned

Page 28
Control
 Using of Tracking
Chart
 Monitoring and
controlling process
 Problem Solving,
Risk Management,
Crisis
Management,
Conflict
Management

Page 29
Evaluate

Progress
report
Track changes
Repeat until
task fully
executed
Page 30
 SUB-MODULE : TASK
LEADERSHIP & MANAGEMENT
Let’s relate the activity to this module

Page 31
 Situational Leadership
The Four Leadership Styles
( HIGH )
S3 S2

S4 S1

(LOW) DIRECTIVE BEHAVIOR (HIGH)

HIGH MODERATE LOW
D4 D3 D2 D1
Developed Developing
Development Level of Team
Page 32
( S - Style D - Development )
 SITUATION LEADERSHIP

AN OVERVIEW OF SITUATIONAL LEADERSHIP II (SL II )

Situation Leadership (SL) is a process for developing people by providing effective leadership
over time so that they can reach their highest level of performance . It is based upon a
relationship between the team culture, competence and the leadership style that the leader
provides.
As illustrated in the SL model below , there are four leadership styles and four development
levels :-

( High )
High Supportive and High Directive and HIGH MODERATE LOW
Low Directive High Supportive High Moderate to Low to some Low
Behavior Behavior Competence High Competence Competence
Competence

High Variable Low High

Commitment Commitment Commitment Commitment

S3 S2 D4 D3 D2 D1
DEVELOPED DEVELOPING

S4 S1

Low Supportive and

High Directive and
Low Directive
Low Supportive
Behavior
Behavior

( Low ) DIRECTIVE BEHAVIOR ( High )

 The top of the model illustrate the four leadership styles :-

Communication
1 way 2 wayLevel Decision Making
Style 1 - Directing H L Boss
Style 2 - Coaching H H Boss
Style 3 - Supporting L H Member
Style 4 - Empowerment L L Member

These leadership styles correspond with the four developmental levels – D1 , D2 , D3 and D4 –
shown on the development level continuum at the bottom of the model.
The goal of Situational Leadership is to provide an environment so the team moves along the
developing continuum – through the development cycle – from D1 (developing) to D4 (developed).
The leader uses a leadership style that is appropriate to the team development level at each stage
of development level changes , leadership style should change accordingly.
STYLE 1 : DIRECTING STYLE 2 : COACHING
Leader provides specific instruction Leaders continues to direct and
and closely supervise task closely supervise task
accomplishment accomplishment , but also explains
decision , solicits suggestions and
supports progress

STYLE 3 : SUPPORTING STYLE 4 : EMPOWERMENT

Leader facilities and support Leader turns over responsibility for
subordinates efforts towards task decision making and problem-
accomplishment and shares solving to TEAM MEMBERS
responsibilities for decision-making
with them
What is Directive Behavior? What is Supportive Behavior ?
•Directive Behavior is the extend to which Supportive Behavior is the extend to
a leader which a leader
•Tell the staff what to do when and how to •Engage in more two – way
do it. communication
•Spells out the leader and staff roles •Listeners and provides support and
•Closely supervise performance encouragement\Involves staff in
Basically , Directive Behavior is primarily decision making
used to build task-relevant knowledge and •Encourages and facilities self-reliant
skills. Leader tends to engage highly in one problem solving
way communication. Supportive Behavior is primarily used
to build commitment – both confidence
and motivation. The leader tends to
engage highly in two-way
communication.
 THE FOUR DEVELOPMENT LEVELS

Note : Development level does not apply to the

HIGH MODERATE LOW
person , but rather to the task. An
High Moderate to Low to some Low individual is not any one development level
Competence High Competence Competence
Competence overall. Development level varies from task
to task. In other words , an individual can
High Variable Low High be at one level of development on one task
Commitment Commitment Commitment Commitment and different level of development on
other task.By diagnosing development level
D4 D3 D2 D1 , a leader can determine which leadership
style to use.
DEVELOPED DEVELOPING

D1 – Low competence and high commitment . D3 – Moderate to high competence and variable
A staff at D1 is interested in and enthusiastic about commitment
the goal or task, but lack skills and experience A staff at D3 has fairly good skills in regard to the
goal or task , but his or her confidence may be shaky,
which can effect motivation. Motivation can also be
D2 – Low to some competence and low low at D3 because of a job-related or non-related
commitment issue.
A staff at D2 usually has developed some skills in
relation to the goal or task , but is often frustrated
D4 – High competence and high commitment .
and demotivated due to unmet expectations . The
A staff at D4 has mastered the goal or task and is
drop in commitment is natural but will pass more
confident and motivated.
quickly with the appropriate leadership style.
 DEVELOPMENT LEVEL
Under SL model , development level of a staff is seen as a combination of two factors –
his / her competence and commitment to the goal or task at hand

Competence Commitment
Define as a measure of staff’s Define as a measure of staff’s
Task-specific knowledge and skill Motivation
And
And { on a goal or task }
Transferable Skills Confidence
Task-specific knowledge and skills relate Motivation is the staff’s interest in and
specifically to the goal or task at hand. enthusiasm for the task. How interested is
Transferable skills are generic skills the person in doing the task well ? How
developed on one project that can be excited is the person ?
applied to another project eg. Planning , Confidence is the feeling of self-assurance
time management , interpersonal skills , and trust in oneself.It is the extent to which
writing reports etc… staff trust their own ability to do the task. If
either motivation or confidence is low or
lacking , commitment as a whole is
considered low.
 MATCHING LEADERSHIP STYLE TO ORGANISATIONAL CULTURE

To determine the appropriate leadership style to use with each of the four team levels ,
draw a vertical line up from a diagnosed development level to the leadership style curve
running through the four-quadrant model. The appropriate leadership style is the
quadrant where the vertical line intersects the curve line. As shown , Development Level 1
(D1) would get a Directing (S1) leadership style. Development Level 2 ( D2 ) would get a
Coaching ( S2 ) leadership style and so on.

( High ) D1S – have commitment but lack

S3 S2 competence , the leader needs to
provide high direction
( Directing – S1 )
D2S – who lack both competence and
commitment , need the leader to
provide high direction and high
S4 S1 support ( Coaching S2 )
D3S – have competency but variable
commitment , and , therefore , need
high support from leader
( Supporting –S3 )
D4S – have both competence and
( Low ) DIRECTIVE BEHAVIOR ( High ) commitment leaders need to provide
High Moderate Low little direction or support (
D4 D3 D2 D1 Empowerment – S4 )
DEVELOPMENT LEVEL OF INDIVIDUAL
DEVELOPING DEVELOPING
 Leadership style needs to be matched to the individual’s development level to ensure that
competence and commitment will increase . When leadership style does not match the staff’s
development level this could result in the staff being over supervised or under supervised , that is
,given too much or too little direction , there is a negative impact on their development.

Reaction to Oversupervision / Reactions to Oversupervision

Undersupervison Reduce Involvement
Frustration
When staff are oversupervised or Resentment
undersupervised they may direct Less self-initiative
more energy to getting you off their Less independent job
back than to getting the job done.

Reactions to Undersupervision
Less success
Frustration
Resentment
Less self-initiative
Less effective job performance
 Match Abu and Abdullah’s development level with their
appropriate leadership style
Abu - 28 years old , 8 years experience
Job Performance

• Lacks focus on work

• Cyclic performance
• Sometimes does good work
• Most of the time his work is incomplete and has errors
• Last-year - performance was rated as fair
 Major fault on machine “change-over”
 Did not match the mould with the blue - print
 Mistake detected only after 3 hours by the Supervisor
Required to stop operations
• Occasionally absent on Mondays and Fridays . Sometime does not
show up at work.
• Well liked by peers - gets along well with others.
 Abdullah Ong - 32 years old , 10 years experience
Job Performance

• Meet quality requirements

• Output at times exceeds target
• Outspoken , articulate , good ideas
• Work long hours
• Feels he should be in-charge of the section
• Ridicule and belittle others
• Developed RM500 thousand cost saving idea
• Does not like paper work - “get in the way” of real work
• Sets own hours at times
• Peers complain not a team player
• Insensitive to others of lesser abilities
• Had attended more than 20 types of technical training
SUB-MODULE: BUILD LEARNING
ENVIRONMENT

Page 43
OBJECTIVES OF SUB-MODULE
At the end of this sub-module the participant will be
able to :

Encourage Interdepartmental learning

Create learning environment

Page 44 Page 44
Learning Organization
"Organisations where
people continually
expand their
capacity to create the
results they truly
desire, where new
and expansive
patterns of thinking
are nurtured, where
collective aspiration
is set free, and
where people are
continually learning
to learn together"

Page 45
Learning organization Five Disciplines

TEAM SYSTEMS
LEARNING THINKING

SHARED PERSONAL
VISION MASTERY

MENTAL
MODELS

Peter Senge’s

Page 46
Systems Thinking
 Organization as ORGANISM
 “A set of elements standing
in inter-relations”
 Synergy, Interdependence .
Interconnections:
o within the organization
o between the organization and
the environment
 focus on whole not individual
parts
 long-term goals vs. short-
term benefits
 better appreciation of
systems leads to more
appropriate action

Page 47
Personal Mastery
organizations learn only
through individuals who
learn
never “arrive”; in continual
learning mode
strive to clarify and deepen
personal vision
deeply aware of growth
areas and tension between
vision and reality

Page 48
Mental Models
deeply ingrained
assumptions and
generalizations
honest and critical scrutiny
of entrenched mental
models
transcend mental models
in order for change to take
place

Page 49
Shared Vision
 A genuine vision leads to
people wanting to excel and
learn
 Leaders must translate
personal visions into shared
visions
 Unearthing shared ‘pictures
of the future’ that foster
genuine commitment rather
than compliance
 Leaders learn the counter-
productiveness of trying to
dictate a vision, no matter
how heartfelt.
Page 50
Team Learning
 Team learning starts with
‘dialogue’= the capacity of
members of a team to
suspend assumptions and
enter genuine ‘thinking
together’
 Allows the group to discover
insights not attainable
individually
 Shows group how to
recognize the patterns of
interaction that undermine
learning

Page 51
A Learning Organization Is...
Where people continually expand their capacity to
create the results they truly desire
Where new patterns of thinking are nurtured
Where collective aspiration is set free
Where people are continually learning to see the whole
together
“When you ask people about what it is like being part of
a great team, what is most striking is the
meaningfulness of the experience. People talk about
being part of something larger than themselves, of
being connected, of being generative.”

Page 52
SUB-MODULE : KEY PRINCIPLES IN
INTERACTIONS

Page 53
OBJECTIVES OF SUB-MODULE
At the end of this sub-module the participant will be
able to :

Understand the importance of positive team

interactions
Apply key principles in team interactions

Page 54 Page 54
TEAM INTERACTIONS OVERVIEW

Tools

People Side Interaction Process

Key Interaction
Principles Guidelines
RESULT
Positive Interaction

Page 55
 Key Principles in Team Interactions
3 KEY PRINCIPLES
1. Maintain self-esteem
KP1 - RESPECT

2. Seek to understand and 3. Get team members to be

empathize committed and involved
KP2 - EMPATHISE KP3 - DISCUSS

BENEFITS

Improve Performance Better Solutions To Problems

Encourage Cooperation Help Vent Emotion

Enhance Motivation Involvement and Participation

Page 56
 Key Principles 1 – Maintain Self-Esteem (RESPECT)
KP1 - MAINTAIN SELF-ESTEEM

Examples of sentences
1. “ You consistently receive recognition for your ability to improve down time at
Extrusion . Our goal today is to discuss ways to improve your teamwork and
interpersonal skills “
2. “ I have noticed your consistent effort to keep your work area organized”
3. “ I am sure it is not easy to complete the report , given the Pilot Project you are working
on . You have done well so far.”

Performance
Resistance and Withdrawal BENEFITS

Openness
Clear Actions
Being Defensive
Encourage Cooperation

Page 57
 Key Principles 2 – Seek to Understand and EMPHATISE
KP2 - SEEK TO UNDERSTAND AND EMPHATIZE

Examples of sentences
1. “ I understand how you feel . Once I was in the same situation.”
2. “ From your tone of voice and expression . I understand the added responsibilities you
are shouldering at present.”
3. “ I am sure this is a difficult time for you , with your new project being fully implemented
. However, your customer follow-up calls are falling behind.”

Listening
Respond to facts and feeling
Opens Communication
Positive Feeling
BENEFITS Help vent emotions

Page 58
 Key Principles 3 – Get Team Members to Be Committed and Involved
DISCUSS
KP3 – GET TEAM MEMBERS TO BE COMMITTED AND INVOLVED

Examples of sentences
1. “ Now that we know the actual problems, what additional do you need to carry out your
plan?”
2. “ What do you think will happen to you, the team and the organisation if this
continues?”
3. “ You are the only competence staff who is capable of troubleshooting machine A. How
is it possible for you to meet the deadline? .”

Buy-in the solutions

BENEFITS
Commitment
Involvement
Encouragement team members to take responsibility
Ideas for solving problems
Resistance
Page 59
 The Interactions Guidelines

CLOSE  OPEN by reviewing

progress to date
AGREE
 CLARIFY factors leading
DEVELOP to current status
CLARIFY
 DEVELOP ideas for
improvement

 AGREE on specific action

OPEN

plan and monitoring

method

 CLOSE by summarizing
and restating expectations
Page 60
 Case Study – Applications of Key Principles
Situation 1:

You are having a discussion with all the team members to determine the Key Performance
Indicators for the unit in year 2011. One of the Team member Ali has raised his concern with
regards to the planned preventive maintenance for the newly installed machine. “ I felt the KPI
for maintenance of the new machine is not realistic since most of us are still learning on how
to operate and maintain the machine”.

Which of the key principles would you apply on the above situation?

Why do you choose the respective key principles?

What will you say to Ali in applying the key principles?

Page 61
 Case Study – Applications of Key Principles
Situation 2:

You have guided one of your Team Member, Ah Seng to prepare monthly report on
downtime. The Work Manager, Mr.Thiam is satisfied with the format and the content of the
report. Your want to convey the feedback to you Team Leader.

Which of the key principles would you apply on the above situation?

Why do you choose the respective key principles?

What will you say to Ah Seng in applying the key principles?

Page 62
 Case Study – Applications of Key Principles
Situation 3:

Year 2011 is the implementation of the new Central Purchasing Processes and
Procedures as part of the cost initiatives in your company. In one of your morning
meeting you were discussing on the implementation of the Central Purchasing processes.
Moorthi; one of the Purchasing Executives raised his concern; “I’m very skeptical of this
new procedures. Now as Purchasing Executive we have to do unnecessary
documentation and we are burdened with extra responsibilities.”

Which of the key principles would you apply on the above situation?

Why do you choose the respective key principles?

What will you say to Moorthi in applying the key principles?

Page 63
 SUB-MODULE : APPLICATION OF KEY
PRINCIPLES – COACHING FOR SUCCESS
AND COUNSELING

Page 64
 SUB-MODULE : APPLICATION OF KEY
PRINCIPLES – COACHING FOR SUCCESS
AND COUNSELING

Page 65
OBJECTIVES OF SUB-MODULE
At the end of this sub-module the participant will be
able to :

Understand the types of developmental techniques

– coaching, training, mentoring and counseling
Understand the quality of a good coach
Apply key principles in types of coaching
Apply the key principles counseling

Page 66 Page 66
Coaching Discussion
Do I need to Coach them??
INSTRUCTION
 In your department identify the
categories of employees you have
 From the categories, how do you
address their developmental and
performance?

Page 67
2 Key Questions

Willing
Able
Page 68
People Leadership Model
Low High

Training /
High Coaching High
Coaching
Willing

Low Counseling Mentoring Low

Low High
Able
Page 69
 SUB-MODULE : APPLICATION OF KEY
PRINCIPLES – COACHING FOR SUCCESS
AND COUNSELING

Page 70
People Leadership Model
Low High

Training /
High Coaching High
Coaching
Willing

Low Counseling Mentoring Low

Low High
Able
Page 71
Coaching
Extending traditional
training methods to include
focus on
o an individual's needs and
accomplishments
o close observation
o impartial and non-
judgmental feedback on
performance.

Page 72
Mentoring
Employee training system
under which a senior or
more experienced
individual (the mentor) is
assigned to act as an
advisor, counselor, or
guide to a junior or trainee.
The mentor is responsible
for providing support to,
and feedback on, the
individual in his or her
charge.
Page 73
Training
Organized activity aimed
at imparting information
and/or instructions to
improve the recipient's
performance or to help him
or her attain a required
level of knowledge or
skill.

Page 74
Counseling
Support process in which a
counselor holds face to
face talks with another
person to help him or her
solve a personal problem,
or help improve that
person's attitude, behavior,
or character.

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Definition of Coaching

Coaching is the process of

instructing, directing, guiding, and
encouraging people as they work
toward objectives. It’s a dynamic,
participative process that varies
according to people’s knowledge,
skill, and confidence in a particular
situation. Coaching’s purpose is
simple: It helps people achieve
results.

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Coaching Discussion
Woow … So Inspiring??
INSTRUCTION
Review the video clip on coach
Carter
How did he behave towards his
team?
What attitude did he
demonstrate?
How did he communicate with
his team?

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What Makes A Good Coach

Challenge people to do their best.

Time in to opportunities for success.

Care about the people with whom you work.

Know people well enough to realize how

much guidance they need.

Share information other people might not

have.

Listen to people.

Empower people to handle situations and

make decisions themselves.

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What Makes A Good Coach

“Our deepest fear is not that we are inadequate.

Our deepest fear is that we are powerful beyond
measure. It is our light, not our darkness, that most
frightens us. Your playing small does not serve the
world. There is nothing enlightened about shrinking
so that other people won't feel insecure around you.
We are all meant to shine as children do. It's not
just in some of us; it is in everyone. And as we let
our own lights shine, we unconsciously give other
people permission to do the same. As we are
liberated from our own fear, our presence
automatically liberates others.”
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Types of Coaching

Coaching for success to make sure

people handle an upcoming
challenge as effectively as possible

Re-enforcing people’s effective

performance

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Proactive and Reactive Coaching

People often view coaching a

something to do after the fact.
While it is important to coach
people to improve performance,
coaching them to handle situations
effectively in the first place is even
more challenging and rewarding.
Coaching for success is critical
because it:
 Strengthen the relationship
 Enhance potential

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 Application of Key Principles and Discussion Guideline
Key Principles helps you address the following :
1. Address the personal needs related to a discussion
2. Address other’s self-esteem and their need for empathy
and involvement .
3. Help you share information and offer your support

Five Interaction Guidelines

1. Open by reviewing progress to date
2. Clarify factors leading to current status
3. Develop ideas for improvement
4. Agree on specific action plan
5. Close by summarizing and restating expectations

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 Coaching For Success
OPEN
• State purpose / importance
• Stress importance of the person’s involvement
• Enhance Self Esteem KP1 Open
CLARIFY
• Gather Details
Clarify
• Clarify details of progress
• Share information
• Seek to understand and emphatise on areas Develop
Concern KP3 KP2
DEVELOP AND AGREE
Agree
Explore alternatives and barriers
• Seek individual’s suggestion
• Build ideas Close
• Determine resources needed
KP1 KP2 KP3
• Set follow-up date
CLOSE
• End with productive note Page 83
• Express confidence KP1
 Coaching To Re-enforce Effective Performance

Reinforce Appropriate
• Increase chances • Specific
of repetitive • Sincere
• Behaviours • Different person
effective • Immediate
• Results have different way
behaviours
to be appreciated
• Fit to the situation
Dynamic
Meaningful
Results

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 Coaching To Reinforce Effective Performance

OPEN
• State purpose / importance
• Refer specifically to the situation
• Let the person know Open
you notice his / her good efforts KP1
CLARIFY Clarify
• Gather Details
• Discover situation and action KP3 KP1
DEVELOP AND AGREE Develop
• Specific and sincere
KP3 KP1
• Focus on re-inforcing Agree
Avoid Improvement discussions KP2
CLOSE
Close
• Wrap up quickly and concisely
• Express confidence sincerely KP1

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 What Can Lead to Counseling for Performance Improvement

1. Regular absence and late to work

2. Spending working time to surf internet for
personal fun
3. Frequently quarreling with other staff
which cause uneasiness among the staff
4. Stealing office properties
5. Consistently not achieving KPIs
6. Receive complaints from customers

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 Counseling for Performance Improvement

Whether you are coaching for success or performing counseling,

you have the same goal; to help people achieve their goals. When
performing counseling, remember to focus on the following :
Coach people to
demonstrate the
right behaviours to
achieve objectives

Balance Seeking
and Telling

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 Counseling for Performance Improvement –
Application of Key Principles

• Focus on the area of • Involve the persons as an

improvement on not Listen Openly active participants
what the person did • Seek ideas for solutions and Share
wrong resources needed without
• Re-inforce the person’s •Listen openly removing responsibility for
reasons for the • Share feelings and
ideas for improvement action suggestions for
situation
improvement to build
•Listen openly to trust and committment
Maintain the person concerns about his
self-esteem ability to improve Involvement

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Counseling for Performance Improvement

OPEN
• State purpose / importance
• Be specific of the behaviours
• Maintain Self Esteem by focusing on Open
The issue and not the person KP1
• Listen Openly Clarify
CLARIFY
• Discover the reasons
• Listen Openly and do not conclude Develop
too early KP2 KP3
DISCUSS AND AGREE Agree
• Express ideas as suggestions
and not ultimatum
Close
• Balance between seeking and telling
• Make the person as an active participant
KP1 KP2 KP3
CLOSE Page 89
• End with a positive note KP1