Coaching

COACHING

SUMMARY:

Coaching is an integrated set of actions, aimed at boosting the performance of an individual or team. Coaching includes:

1. A context of trust and understanding

2. Use of ЎҐaskÐŽ¦, not only ЎҐtellÐŽ¦

3. Agreement on the goals

4. Stretching opportunities to perform

5. Ongoing, ad hoc, feedback

6. Periodically, coaching sessions of greater depth

7. A recognition by the line manager of the obligation to coach, and the incentives to do so

Coaching is an integrated set of actions aimed at boosting a colleagueÐŽ¦s performance ÐŽV so that the person being coached (the ЎҐcoacheeÐŽ¦) reaches his or her full potential, or even re-defines their view of their own potential.

In the business world, coaching is a systematic form of on-the-job training, provided by professional outsiders, by peers, or (preferably) by the coacheeÐŽ¦s line manager.

Coaching typically aims to build skills in communications (written and oral), problem-solving, teamwork, selling, or even to enhance personal characteristics such as ЎҐimpactÐŽ¦.

1. CONTEXT OF TRUST AND UNDERSTANDING

For coaching to be effective, the coach and coachee must first agree explicitly on how the coaching will be delivered. A brief discussion will normally suffice if the coach is the coacheeÐŽ¦s line manager. If the coach is an external professional, a written contract is advisable.

In addition, however, the coach and coachee need to trust and understand each other.

Firstly, and most importantly, the coachee needs to trust that the coach is not continually trying to evaluate him or her. In corporations or teams in which the culture is highly evaluative, junior people typically do not ask their line managers for coaching support ÐŽV they avoid showing weakness or ignorance. Creating enough trust to start a coaching relationship can sometimes prove more difficult than actually delivering the subsequent coaching! But the effective coach-cum-manager will find a creative solution to this ÐŽV as the mini-case below illustrates.

Secondly, the coach needs to understand what motivates the coachee to perform strongly in the relevant areas ÐŽV and whether any under-performance derives from a lack of skill, or from a lack of will (since the approach to coaching might differ in these two cases).

Finally, the coachee needs to understand how the coach most likes to deliver coaching. This topic is often overlooked ÐŽV but the truly great coach-cum-manager typically helps the coachee understand his preferences.

2. ЎҐASKÐŽ¦ NOT JUST ЎҐTELLÐŽ¦

In all aspects of coaching, the effective coach will more often ask questions than tell answers. This applies both when providing feedback about the coacheeÐŽ¦s prior under-performance, as well as when generating ideas about how to improve that performance.

This use of ЎҐaskÐŽ¦ as opposed to ЎҐtellÐŽ¦ more often creates an ЎҐAha!ÐŽ¦ insight in the coachee, and deeper understanding. It is the hallmark of the excellent coach.

3. AGREED GOALS

Crucial to the coaching process are explicit goals for the coachee. This may spring from a recent annual appraisal, from the requirements of a new role, or from some new aspiration by the coachee.

Whatever the initial statement of the goal, the effective coach will probe it, addressing two issues with his coachee. First: is the goal in the correct area ÐŽV e.g., ÐŽ§you aim to improve your writing, but should you be focusing on your presentation skills instead?ЎЁ Second: is the aspiration high enough ÐŽV e.g., ÐŽ§you want to run a four-minute mile, but how about aiming for five seconds faster than that?ЎЁ.

4. STRETCHING OPPORTUNITIES

Practice makes perfect ÐŽV but feedback alone will not. Central to any increased performance by the coachee is the opportunity to confront new challenges in the skill area on which he or she is working.

This is why line-managers are potentially the best coaches of their team members ÐŽV they can directly assign tasks which will allow the coachee to hone the relevant skills.

If a longer-term role is not immediately available, or is inappropriate, the stretching opportunities may be presented in a temporary, project-based, role.

5. AD HOC FEEDBACK

Feedback is one of the coachÐŽ¦s most important techniques.

Ineffective managers tend to provide feedback using generalities, such as ÐŽ§your presentations lack impactЎЁ.

Such negative forms of feedback leave the coachee feeling blamed, defensive, uncertain, and lacking in confidence and self-esteem.

By contrast, constructive feedback focuses on specific skills and improvements needed. It clarifies ЎҐwhere the coachee standsÐŽ¦ and what to do next, and leaves the person feeling helped rather than merely judged. With this in mind, effective coaches deliver constructive feedback in three parts.

First, the coach is specific in replaying actions that the coachee took ÐŽV e.g., ÐŽ§during your last presentation, you avoided answering a question that had been raised, and instead presented another chart.ЎЁ

Second, the coach highlights the implications ÐŽV e.g., ÐŽ§this made the audience feel that you were uncertain about your material, and uninterested in their concerns.ЎЁ

Finally, the coach suggests a desired outcome ÐŽV e.g., ÐŽ§next time, try to allow time for questions, and respond to them clearly.ЎЁ

This three-part approach (Action, Impact, Desirable outcome ÐŽV or AID for short), is the key to providing useful feedback. It is particularly effective if the three points can be elicited using ЎҐaskÐŽ¦ mode (e.g., ÐŽ§Which parts of your presentation worked best / least well? What was the impact of this? What could you do differently next time?ЎЁ).

Even when delivering positive feedback (i.e., praise), effective coaches use the first two steps of this approach. By specifically highlighting the Action and the Impact, the coachee can more fully understand why he had ЎҐdone