Good friend and colleague, Byron van Arsdale, an experienced coach, has been working in the area of improving the quality of conference calls, here is his latest work http://budurl.com/7hjf

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For discussion purposes only

Introduction.

Management keep a close eye on the costs of most items in their profit and loss account e.g. office rent, salaries, rent and marketing.  The cost of learning and development programmes, including coaching, is usually less well controlled mainly because it is harder to measure.  Consequently, in times of economic hardship the L&D budget is more difficult to defend.

As learning and development professionals (and business people) we could take the lead in working out ways to collect evidence of the effectiveness of our L&D initiatives.  It seems that this desire is driven by:

(a) A desire for proof that what we are doing is working.

(b) A desire to improve what we are doing.  To do this we need to know what is/not working.

(c) Most people are more likely to put effort into an L&D project if they know it is going to be measured and that the measurements will be acted on.

(d) To demonstrate our commercial and financial awareness.

I find the following situations easy to assess the effectiveness of what I am doing:

(a) A programme of 1 to 1 coaching/ mentoring over a period of months, particularly if the sponsor has been involved in creating the coaching goals.

(b) Working regularly with the same intact team.

The financial benefits of facilitated workshops and training courses are less clear.  The following ideas, some of which organisations will already be using, could help us improve our evaluation.

1. Planning stage

(a) Helping participants identify their learning objectives through the use of a 180° or 360° feedback.

(b) Ensuring each individual’s plan for L&D is aligned with their personal development objectives/targets.

(c) Selecting a method of learning that is most suited to each participant’s learning styles.

(d) Ensuring that the participants speak to their managers to agree specific learning objectives as well as the method(s) by which the managers will help the participants put the learning into practice.

(e) Asking participants, before they attend a coaching programme or training workshop, to acquire basic knowledge by e.g. reading about the topic.

2. Assessment

Prior to attending a workshop or course, an on-line questionnaire could be used to assess the participants’ level of understanding of what they have been asked to prepare.

3. During the workshop or training course

(a) The facilitator should create an optimum environment for learning and behavioural change.  The facilitator should also look beyond the end of the workshop and think of ways of encouraging the participants to implement the learning.

(b) The participants should continuously check their own progress towards meeting their specific learning objectives and proactively seek ways of meeting them before the end of the session.

(c) At the end of the workshop each of the participants should complete a reaction* sheet to capture their feelings about the learning experience as their feelings have a bearing on whether there will be ongoing behavioural change.

4. Some months after the workshop/coaching programme

(a) Carry out an assessment of what the participants have learned: (i) directly related to their learning objectives/coaching goals; and (ii) other useful insights and tips.

(b) Identify changes in desired behaviour by e.g. line manager feedback; or a tailored L&D effectiveness survey.  Note however that little evidence of change of behaviour may be due to the culture of the company or team e.g. an employee with the potential to be highly creative might be working in an environment of impossibly tight deadlines or where creativity is not rewarded by the immediate line manager.

(c) Ascertain the results of the L&D intervention.  What evidence can be produced to support a positive return on investment?  Examples might be as follows:

1. Team wins a contract
2. Individual meets sales target
3. Individual is promoted
4. Staff retention has improved
5. Higher scores on customer/staff surveys
6. More open culture and higher level of trust.

Now put a financial estimate on each of the above and then estimate, in percentage terms, L&D’s contribution to the overall success.  Example, management put a value of 20,000 Euros on promoting a manager from within the company, whereas 8 months ago they thought they would have to recruit from outside the company.  Of this they apportioned 45% i.e. 9,000 Euros to the specific L&D course/coaching programme the staff member attended.

Conclusion

Measuring the effectiveness of L&D is more of an art than a science.  We need to find a balance between:

(a) L&D being a pure act of faith and

(b) Planning and collecting evidence

that satisfies management and ourselves.

Richard Fox, The Learning Corporation LLP

*Note: The emboldened words ‘reaction’, ‘learned’, ‘behaviour’ and ‘results’ have been taken from Don Kirkpatrick’s classic ‘Four Levels Evaluation Model’

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THE MANAGER AS COACH

An Introduction to Coaching

by

RICHARD FOX

Preface

Coaching and being coached are essential activities for 21^st century business leaders and managers.  In an environment of uncertainty, intense competition and globalisation of markets, innovation, creativity and improved performance are vital to business success.

“People, not capital, are businesses’ most vital asset.  An organisation must innovate more and more often to meet the accelerated pace of change and its people must develop the learning skills that serve as the basis for innovation.” from Olalla & Echeverria ‘Management by Coaching,’ in HR Focus V73 N1.

Fostering a learning environment in a hierarchic, control-based management framework is difficult if not impossible.  Leaders must come out of their offices, clearly declare where they want the business to go; assert strongly the values by which the business will be done; encourage, develop and inspire the work force; help people be the best they can be; involve them in the decision making process and create an environment of learning, improvement and development.

A prime tool for you as a leader or manager is coaching. It is through coaching that your people will be enabled to reach their true potential for the good of the business and themselves.  Coaching provides a blend of thinking for oneself and learning through the experience of others.  Coaching leads naturally to greater awareness in your people, and to greater responsibility being taken for their own actions, and a visibly higher level of commitment in the work force; just the environment required for survival and success for businesses today and in the future.

This booklet has been arranged in the following sections:

1.  Introduction

2.  What is coaching?

3.  How does coaching differ from other forms of support?

4.  What does coaching cover?

5.  What are the benefits of coaching?

6.  How long does coaching take?

7.  How do I set up a coaching contract?

8.  What is the coach’s role during the coaching sessions?

9.  Some coaching models and processes

10.  What are the key attributes and skills of a coach?

11.  How do I select an external coach?

12.  Where can I get further information?

1.  Introduction

An increasing number of managers are benefitting from coaching.  Its popularity is due to one or more of the following:

(a)         Recognising that many able leaders, in all walks of life, who wish to increase their effectiveness in these fast changing times get themselves a coach.

(b)         The desire of many people to improve their personal, team working and leadership skills.

(c)         An opportunity to talk things over with someone who does not have an axe to grind and to use this independent person as a sounding board for bouncing ideas.

At present anyone can call themselves a coach or a mentor.  The term ‘coach’ is often used interchangeably with ‘mentor’ – part of the reason for this is an effective mentor uses a coach approach and coaching skills.

I hope this booklet will encourage you to adopt more of a coach approach when working with colleagues, customers and suppliers.  Why?  Because there is statistical evidence that a coaching style (supportive/asking questions) is generally more effective than a traditional (directive/telling them what to do) approach.

Rather than keep repeating the term ‘manager as coach’ most of the time I will just use the words ‘coach’ or ‘you’.

This booklet will give you an idea of what coaching is, how you can incorporate a coach approach and coaching skills in your day to day leadership and management and what to look for if you want to select an external coach.

2.  What is coaching?

Let’s start off with two of many definitions of coaching and look at some of the key words used.

“Coaching is unlocking a person’s potential to maximise their own performance.  It is helping them to learn rather than teaching them”

Timothy Gallwey, Author ‘The Inner Game of Work’

You will notice that:

(a) The emphasis is on the other person (the ‘coachee’); and on their performance and potential.

(b) Coachees often significantly undervalue their own potential and may also be blissfully unaware of their 2-to-4 unique talents and strengths.

(c) The focus is on learning, not teaching.  This requires you as coach to be aware of the different range of learning and thinking preferences.

“Coaching is an ongoing partnership that will help you produce fulfilling results in your vocation and personal life.  Through the process of coaching you will deepen your performance and enhance the quality of your life.”

Richard Fox, Partner The Learning Corporation LLP

I have used the word ‘partnership’ as there are two people involved each with different roles.  The coachee is primarily responsible for the content of the conversations and for taking any action.  You are responsible for creating the optimum environment for thinking and learning and for using relevant processes.

As coaching conversations are about specific work related issues, the reference in the above quotation to ‘quality of life’ may seem a bit strange.  However, when a coachee enjoys an improvement in their work situation this tends to have a positive knock-on effect on the rest of the coachee’s life.  The example that springs readily to my mind is a coachee who has achieved a stretching sales target.

3.  How does coaching differ from other forms of support?

This section outlines the main difference between coaching/mentoring and counselling/therapy.  Let me try and illustrate this with an actual example.  About 12 years ago a business associate contacted me.  She said she had a friend who wanted to set up her own business and was looking for a coach and asked if I could meet her.  I had an introductory session with this person and fairly early on in the meeting she said she was in the process of going through a difficult divorce, at which point she became very upset.  We both agreed that her priority was to get over the trauma of her divorce.  I suggested she worked with a qualified counsellor or therapist, then when she was more able to plan her future we could, if she wished, meet again to be coached or mentored on her new business venture.

Coaching and mentoring function on the basis that the coachee’s current situation is OK and that the coachee is resourceful and able to engage with a reflective process and move forward.

Even if you are a trained counsellor or therapist, topics like dealing with trauma, addictions to chemical substances, being abused as a child are outside the scope of coaching or mentoring.  If these surface during a conversation then you should signpost the coachee to a qualified therapist or counsellor.  In practice this rarely happens mainly because the other person knows the type of specialist they should be talking to.

The distinctions between coaching and mentoring are less pronounced and, as mentioned earlier, the terms are often used interchangeably in the UK.

Generally speaking, a mentor is chosen because they have more experience in the area in which the mentee wishes to develop.  For example:

(a) If an employee wants to understand a new technical process they might want to pick the brains of an experienced person and this could be referred to as a mentoring relationship.  The same employee might also want to ask you or another manager to coach them on other work related areas e.g. improving self confidence or networking skills.

(b) In large organisations an employee is often coached by his/her line manager on short term performance topics and mentored by a manager from another department on longer term career opportunities or on the transfer of specific technical knowledge

So with mentoring prior experience of the issue under discussion is more important than with coaching.  The mentor does not have to be older than the mentee.  For example, when I have problems with my laptop or with my BlackBerry or iPod I turn to a 27 year old for support – no 8 year olds being readily available!

The following chart is an attempt to illustrate where the use of counselling, therapy, coaching or mentoring is the most appropriate form of support.

The most productive relationships come where you build on the coachee’s knowledge and experience.  ‘If you give a man a fish you feed him for a day.  If you help him learn how to fish he will feed himself for life’.

4.  What does coaching cover?

To give you an idea of the range of topics covered in coaching conversations, here are some of the topics raised by my coachees in the last six months.  How to:

• Use time more effectively.
• Delegate.
• Create a team.
• Prepare a vision and plan.
• Agree the organisation’s key values.
• Unearth my talents and strengths.
• Handle a difficult situation.
• Improve my presentation skills.
• Become more self confident or resilient.
• Prepare for a promotion/new position.
• Chair meetings more effectively.
• Get the best out of sub contractors.
• Set up working groups to tackle specific opportunities/challenges.
• Find a personal assistant.
• Improve work-life balance.
• Understand my own identity.

5.  What are the benefits of coaching?

The benefits to the coachee:

• Chance to learn and grow in specific area(s) and in a safe, confidential environment.
• Gain different perspectives on an issue/opportunity.
• Opportunity to think aloud.
• Support in thinking through problems/opportunities.
• Chance to identify and unlock potential.
• Increase level of personal responsibility/ownership.
• Readiness to take on more responsibility.
• Greater clarity regarding a task or role.
• Increased self-awareness.
• ‘Just in time’ support on a topic coachee wants to develop.
• Increase certainty/reduce doubt.
• Be stretched and readily agree to goals that are higher than coachee would have set her/himself.
• The ‘real’ problem has been unearthed.
• Knowledge transfer from the coach.

Benefits to the coach:

• Satisfaction of seeing someone else develop as a team player and leader.
• Learn from the coachee’s different perspectives.
• Develop own skills as a leader (see above and also section 6).
• Can lead to a recognised coaching qualification.
• The following benefits apply when the person is using a coaching style with his/her own team:

–  Alignment of roles and goals.

–  Increased delegation.

–  Increased retention of people.

–  Opportunity to get feedback as a leader.

Benefits to the organisation:

• Increased effectiveness and performance of people.
• More open culture.
• Easier to recruit people if coaching is offerred to all newcomers.
• More people able to deal with queries.
• Increased staff retention
• It’s portable and offers a good return on the investment of time.

Leading on from the last point, a further benefit of coaching is that it can be done ‘any time, any place, anywhere’.  Coaching might occur in a 4 minute conversation in a coffee break, or whilst going for a walk during the lunchtime, or during a longer pre-planned meeting, or in a phone conversation.

6.  How long does coaching take?

Coaching is usually 1 to 1 and face to face.  It is also possible to coach individuals successfully over the phone.  For example, in September and October 2010 I coached executives who are based in Chile, China, Abu Dhabi, Muscat, India, Holland (3 people) and Italy.  With 3 of these 8 people we used Skype and webcams so were able to see each other as well as have cost-free phone calls.

The timing and frequency of coaching sessions varies considerably depending on the needs of the coachee.  Those who have a single performance issue might attend 1-4 one hour sessions over a period of 2-3 months.  Others might like to meet 2-4 times a year.  The majority of my coaching clients have three or four areas that they want to work on.  They opt for up to 6 sessions each of 1 to 1.5 hours, meeting every 4-6 weeks.  There is a clear understanding on both sides that we will stop or change the programme if the coachee has achieved what they came for, or if the personal chemistry is not right.  So, for example, one very able person came to me to be coached on changing her career.  She did an enormous amount of research between our sessions and after session 3 we both had a clear plan of her next steps and we ended the coaching programme.

7.  How do I set up a coaching contract?

When I am engaged by an organisation to coach one or more of their employees I normally like to meet the potential coachee together with his/her sponsor or line manager so that the three of us can reach a shared understanding of (a) what we mean by ‘coaching’; (b) the areas the coachee wants to work on; (c) the confidential nature of the conversations between the coachee and me; and (d) the format of any review meeting between the sponsor and the coachee at the end of the programme.

During the first 1 to 1 coaching session we carry out some ‘contracting’.  We agree how we want to work together and we reaffirm the confidential nature of our discussions.  We then clarify where we want to meet and the 2-4 areas that the coachee wants to work on.  It is helpful if these topics are as discrete/separate from each other as possible.  We then set clear goals and well-formed outcomes for each topic.  During sessions 2-5 inclusive we make progress on each of the goals.  One of the maxims coaches use is “The problem presented is not the problem”.  So it is not unusual to rethink a goal.

During the final session the coachee is asked to summarise the learnings gained from the programme and their plan to sustain and enhance the new behaviours.

8.  What is the coach’s role during the coaching sessions?

Before each coaching conversation takes place you should create an optimum environment for thinking and learning.  One coaching school refers to ‘Clearing the Space’.  This involves tidying up the room, clearing away distracting papers, diverting incoming phone calls etc.  Equally important, it includes clearing your head so that you can become totally present with the coachee.

When the coachee arrives time should be set aside to (re)build rapport, put the coachee at ease, check that s/he is OK to start the coaching conversation and is unlikely to be interrupted.

So your role as a coach is to create the right environment for the coachee, to ask questions and ensure that the coachee has conversations of value.  By providing coachees time and space to think through issues you are also giving them a greater opportunity to learn and grow and to find solutions that will work for them.  A rookie (novice) coach needs to avoid trying to fix the coachee’s problems.  It is helpful to remember that ‘The coachee has access to all the resources needed to deal with this particular issue’.  Strange as it may seem, most of these resources are already present within the coachee, waiting to be teased out.

9.  Some coaching models and processes

Coaches are trained in how to use one or more models/processes.  A model/process is useful in that it provides a structure and can help ensure that the coaching conversation has real value.  It also helps ensure that no essential steps are omitted.  For example, I have a natural preference to spend time on helping the coachee create compelling goals and generate choices.  I’m less inclined to focus on detailed actions and timetables because, being a well organised activist, this comes as second nature to me.  So a model or process helps both the coach and coachee manage their preferred styles and ensure that all key aspects are covered.

As a coach you need to guard against the model becoming a straitjacket and/or trying to complete the whole process during a single coaching conversation.

The most famous coaching model, which was developed by Sir John Whitmore, is the GROW model to which I have added two further steps to create GROWER.

The GROWER model, like other coaching models, comprises a series of questions under each of the letters G R O W E and R.  There are countless questions you could ask under each letter.  For brevity’s sake some key questions are:

10.  What are the key attributes and skills of a coach?

Here are some key attributes and skills of a coach and which any manager or leader might also wish to enhance:

(a)    The ability to build rapport, trust and credibility.

In coaching it is credibility as a coach, not as an industry or subject matter expert, that is important.

(b)    The ability to be totally present and connected with the coachee throughout the whole session.

(c)    Listening skills.

On our coach training courses we use the term ‘listening beyond the words’.  By this we mean:

1. Noticing the varying pitch and tone in the coachee’s voice, the energy (or lack of it) behind certain statements.
2. Reading body language including eye movements, facial colouring, breathing, symetrical or asymetrical hand movements.
3. Language preferences, e.g. Is the coachee using visual imagery to think through the topic?  If so, match the coachee’s language preference to get onto the same wavelength as the coachee.  Does the coachee have a preference for thinking conceptually or are they more inclined to think in logical, step by steps?  Again, initially match this and then complement the coachee’s strong preferences by covering points they might otherwise overlook.
4. It helps to know what level (‘Logical Level of Experience’- Robert Dilts) the coachee is operating from.  For example, is the coachee saying that they cannot do something because:

–      It conflicts with their sense of who they are (Identity), or

–      They do not believe it is possible (Beliefs), or

–      They haven’t the skills to do it (Capabilities), or

–      There is no budget (Environmental)?

1. ‘Hold the space’.  Be comfortable with silence.  You have asked the coachee a question.  It may be about a topic they have struggled with for years or a question they have never asked themselves.  Give the coachee the time and space to process the question.  Keep out of the way.  After all, the word ‘listen’ is an anagram of ‘silent’.
2. Being able to keep the coachee on track, to summarise and reflect back, to help the coachee focus on the nub of the issue e.g. to ask ‘In one word, what is the issue?’

(d) Being able to ask a range of appropriate questions.  Some of the traps a novice coach, manager or leader is likely to fall into are:

1. Asking too many closed questions.  A closed question is one that results in an either/or answer such as ‘Will you start tomorrow?’  So when going through each step in the G R O W E R sequence it is useful to start by using open questions in order to generate a discussion and to use closed questions when summarising or concluding each step.
2. Thinking of the next question whilst the coachee is talking instead of being totally present with the coachee.  Relax.  The coachee’s comments provide the next question.
3. Asking leading questions which steer the coachee towards the coach’s line of thinking.  Instead practice using ‘clean language’ ¹(David Grove) and learn to work with any metaphors the coachee might use.
4. Asking a multiple question, i.e. 2-3 questions wrapped into one long sentence.  Practice asking a single question in a sentence of less than 10 words.
5. Overusing a question beginning with the word ‘why’ e.g. ‘Why did you do that?’  The coachee could feel that the you are being judgemental.  Rudyard Kipling had five other marching men so vary the questions by starting with what, how, when, who, where…………………………..?.

(e)  Manage your own body language as well as your words.  Your raised eyebrow speaks volumes!

(f)  Manage your own personal preferences.  Ideally, you should be aware of your personal preferences regarding learning styles[1] (Honey and Mumford);  multiple learning intelligences[2] (Howard Gardner), or at least representational systems[3] (Robert Dilts and others); basic drivers/motivations[4] (David McLelland); communication styles[5] (DiSC); team role preferences[6] (Meredith Belbin); managing change (Richard Fox and others).

On our Manager as Coach training course we introduce a very useful diagnostic which was designed specifically for coaches.  It is called a ‘Personal Coaching Styles Inventory’ and is sold by Corporate Coach U.  It highlights the user’s strong and weak coaching style preferences over four categories:Director, Mediator, Presenter, and Strategist/Analyst.

(g) Have a light touch.  If you are not careful, some coaching discussions can become a bit too serious and heavy and you hear a lot of ‘I should’, ‘I must’ type statements.  Life is complicated for some folk.  Attempt to keep a light touch on the tiller.  More likely than not the coachee will see the funny side of the situation and you both end up laughing.  ‘A smile is a curved line that puts things straight’.

(h) Tease out the learning.  Coaches sometimes talk about two simultaneous journeys, the ‘outer journey’ and the ‘inner journey’.  An example of the outer journey is a coachee who becomes more effective at delegating.  However, the coach will also be keen to tease out what else the coachee has learned during this outer journey.  For example the coachee may say something along the following lines:

“Although I wanted your support in resolving a difficult relationship in my department, I realise that I have a history of not facing up to difficult situations.

I have been a softie.  I did not deal with this earlier because I did not want to upset anyone.  I let people take advantage of me.  I need to be personally courageous as well as considerate to others.  That’s the ‘ah ha’ I have had about being a leader”.

(i)  Avoid dependency.  The purpose of your coaching relationship is to help the coachee work through some specific goals and to tease out the learnings of their inner journey.  It is also about supporting the coachee in building up greater personal responsibility and effectiveness.

During a coaching programme a strong friendship can emerge.  However, the final session is an occasion for the coachee to summarise what they have got out of the programme and, if relevant, the support system they will use in future.  As a coach avoid persuading the coachee to book up a for a further n sessions and hold the coachee to attend the whole programme.  When the work is done, end the programme.

Coachees have only come back to me for a second or third programme as a result of a significant change in their role.

11.  How do I select an external coach?

Probably the most effective way to find an external coach is by personal recommendation, from someone who has had a good experience of coaching or by speaking to your HR director or HR manager.

An alternative and less reliable route is to look at lists of coaches on websites such as:

(a)  International Coach Federation – UK,   www.coachfederation.org.uk

(b)  Association for Coaching,   www.associationforcoaching.com

It is important to meet, or at least phone, the potential coach(es) to find out more about them e.g. years as a coach, coach qualifications, experience of working with business managers, and their style of coaching.  Then ask about the length, frequency and format of typical coaching sessions, the characteristics of an excellent coaching relationship, their fee and the names and phone numbers of people who could provide references.

After this conversation ask yourself ‘How confident am I that we can build rapport with this person?  Will this coach be sufficiently challenging?  Will s/he be able to understand my issues/opportunities?’

12.  Where can I get further information?

For an introductory book on coaching I recommend ‘Coaching for Performance’ by John Whitmore, published by Nicholas Brealey.  For information about coaching generally have a look at

www.coachfederation.org

and for useful articles and models, one of our own websites:

www.coachingknowhow.com

To read the core competencies of coaching please refer to

http://www.coachfederation.org/icfcredentials

[1] www.peterhoney.com

[2] www.howardgardner.com

[3] www.robertdilts.com – encyclopedia – representational systems

[4] www.wikipedia.org – David McClelland – achievement, power and affiliation

[5] www.thediscpersonalitytest.com

[6] www.belbin.com

• Why is turning Managers into Coaches so difficult? The above question attracted by attention and I replied as follows:  (references are at the bottom of the post) Experience tells me that it's not appropriate to 'turn managers into coaches' and that it's much more relevant to support managers to have a 'coach approach' - seemingly subtle linguistically and......
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50% of managers fail to mange poor performance, a recent survey said.  Should we just get rid of those poor performers and hire more talented people?  Oh that we had the luxury … and of course getting rid  of poor performers that way means you have to manage people out of the business anyway, back to square one.  Chances are you’ve got loads of untapped talent already, and of course talented people still need to be managed / led, so the answer is not simple. I do see the management of performance and employee engagement to be fundamental for successful business and fulfilled people – at all levels. Being candid, telling the truth, giving useful feedback are essential skills / competencies for managers. Somehow, across many sectors and geographies it seems to be a capability sorely missing. So much written, so many initiatives taken, not sure what progress we are making. Personally I love the Strengths works of Marcus Buckingham, see: http://bit.ly/hRqGzF and the Q12 work of the Gallup Organisation, see: http://bit.ly/eQPE3f Emotional Intelligence is essential, as mentioned above, and EQi is a great tool for raising individual’s awareness see: http://bit.ly/fsiGrK followed by coaching the effects can be truly transformational. Lots of tools, and to get results it takes hard work, application and commitment both from the organisation and the coaches. Maybe we need an army dedicated to this initiative!

So often organisations, whatever their size or industry sector drive a ‘targets first’ culture.  Surely if the work gets done by the people we should switch to a ‘people first’ approach, which ensures that:

• employees really know what’s expected of them and are treated as capable and resourceful
• have the tools and capabilities to do their job
• know what the organisation stands for, where it’s going and why its going there.

Too simple?  I don’t think so, I believe that often we clutter management improvement initiatives with too much detail, too many models, too much to remember, causing anxiety amongst the management community of, ‘am I doing this right?’

I believe it’s absolutely possible to design an intervention that:

• raises awareness in managers about themselves and their capabilities in dealing with performance
• gives THEM simple tools to tackle performance
• hones their skills using real live issues that are concerning them now
• supports them through a mixture of 1 to 1 and group coaching, (may also include creating a team of internal coaches).
• keeps going for a good while, doesn’t just stop and leave people high and dry

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I often get asked about how to build a coaching culture in an organization. Lots of work is one answer, and it starts with getting clear about what you want to see at the end, (doesn’t everything!). The map below is a session design for coaches, or those sponsoring coaching, to follow in order to get more clarity about the end result and getting the motivational juices flowing.

I have used this approach several times, as a half day session with groups, and even as a 90 minute telephone session with coaches studying ‘leadership coaching’; it works well. The insights that people get are extraordinary – and we have to use a very focussed, question based ‘coach approach.’ The big breakthroughs come when we discuss the outcomes that will accrue in the business as a result of adopting a ‘coach approach.’

Some may argue that it’s not very ‘academic’ – true I guess, something to do with spending the last 15 odd years ‘in the field’ working with groups every week, using the coach approach and supporting discovery – it is amazing what happens!  Research and the data it provides is absolutely essential, and at the same time I am constantly surprised at what workshop delegates ‘know to be true’ and want to influence postively in their activities at work.  The concept and postive outcomes of a collaborative environment is, in my experience, well understood, acknowledged and wanted in the workplace – and it seems to be difficult to achieve!  Adopting a coaching culture is a real enabler to collaboration.  It seems that once the principles are embraced there is little opportunity to go back.  Hierarchies based on power, control and ego seem to disappear as people get more and more engaged with positive outcomes in the business.

Some of the outputs that I’ve heard about a coaching culture are as follows:

* Coaching is needed in an environment where there is so much info. – people are paralysed, in overload

* Coaching can help see a way through

* Retention increases, staff turnover reduces

* People will feel valued

* Frees up people in Leadership positions – (to do the more strategic work)

* Greater employee engagement

* Greater quality of employee performance

* Emphasis on experiementation

* People feel safe to discuss performance

* Noticeable absence of a culture of fear

* There is ‘unlearning’ to do!!

* Must let go (as a leader) of ‘my way is the right way’ and ‘it’d my job to give the answers’

* Must be willing to shift from Proclamation to Conversation!

* ‘Noisy’ organisation, talking, collaboration, positive energy

* Absence of back-biting, jealousy, unnecesaary competitive behaviour

* Managers feel free

I have the session as a pdf too. If you want it let me know – or I’ll figure out how to get it posted here!

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Often I hear of frustration and disappointment that managers and leaders  who have been on a coaching skills workshop do very little with it on their return to the workplace.  It seems, from my experience, that the introducing managers to the skills and models applicable in coaching is a realtively easy task, they are bright people and intellectually the content is not that challenging.  What appears to be much more of a challenge is implementing the ‘coach  approach’ in their everyday  business life.  The approach and effective conversations of a  ‘leader / coach’ are often very different to what they learned in the past, not least because it demands a shift from the problem solving behaviours that so many managers have found successful, and have been rewarded for in their organisations.  The legacy role of ‘manager as problem solver’ can be deep routed in corporate / professional cultures.

Training has an important role in introducing new constructs, behaviours and propositions for future business success, it’s in implementation that the challenges arise.  So how can we go about sustaining the momentum in building a coach apporach to leadership?

I would recommend a structured approach over time.  Following an inital say 2 day workshop bring the managers back together regulary in ‘practice and build’ sessions where they co-coach each other on real business issues and/or their challenges / experiences of integrating a coaching style into their leadership.  This way they get to experience first hand on how coaching can be used in e.g. issue / problem resolution, and are encouraged to use this approach with their people.  These sessions also give the opportunity for us to give more input to them, according to the challenges they are facing, e.g. coach approach to development, or coach approach to performance management, or coach approach to delegation.  If you can’t get them back together face to face every time, run some 90 min telecalls where they come and share what’s working / not working and encourage them to coach each other so others can listen, give feedback etc.  I’ve learned the hard way over some 15 years of bringing coaching skills to business leaders – Always contract follow up sessions, Never leave them with just a (for example), 2 day coaching skills workshop, This will rarely be successful, Stay with them over a 6 to 9 month period, keep the dialogue going on how coaching is helping the business, get them to publish success, encourage their managers and support each other.

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The above question attracted by attention and I replied as follows:  (references are at the bottom of the post)

Experience tells me that it’s not appropriate to ‘turn managers into coaches’ and that it’s much more relevant to support managers to have a ‘coach approach’ – seemingly subtle linguistically and huge in practice. Managers are managers (leaders too!), they are employed to manage / lead; this demands a whole spectrum of behaviours and styles. Daniel Goleman (Primal Leadership: Realizing the Power of Emotional Intelligence, et al) talks to 6 styles, some long term, some short term, coaching is just one of them. I’ve worked in this field for 15+ years, bringing coaching styles and behaviours to managers and often I hear, “I don’t want to be turned into a coach!” – good news is, I say, that’s not on the agenda, and what is includes new ways to have conversations that motivate, empower and get more discretionary effort from your people – normally they want this! So I strongly believe that the way forward is to support managers to have different conversations. This involves some skill development, especially listening and questioning, as well as lots and lots of work around a change of mind set; a letting go of old ways, e.g. the manager has to have all the answers – also getting individual managers and their teams aligned around common values, beliefs, purpose etc. It seems to me that the leadership development community at large could benefit hugely by switching from TEACHING models for coaching to SUPPORTING mind set and behaviour change. In addition using real situations to practice has really big leverage, there’s nothing like being coached to learn about coaching others! Happy to continue the discussion as necessary.

http://pinotnet.ning.com/group/managers2coaches/forum/topics/why-is-turning-managers-into

PINOT: Performance Improvement Non-Training Solutions

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Working recently with an organisation on advanced coaching skills I suggested that the only ‘model’ necessary for them was for the conversation to have a beginning, a middle, and an end. They had previously been drilled in GROW. After their 1st practice session the feedback was, ‘we felt liberated’ (by not having to remember and worry about where they were). After many, many years at this, and having studied many, many coaching models it does seem to me that it’s less useful to suggest managers use a model, (which they then try slavishly to follow in true problem solving mode), which by the way is NOT truly linear in any powerful coaching conversation. My experience steers me towards ‘simply’ supporting managers to have more effective conversations by embedding basic skills and developing key competencies through extensive practice and feedback, using real work issues, and encouraging them to create an environment of openness, honesty, trust and collaboration with their people, peers and superiors. So much more about being a leader / manager that shows up with a ‘coach approach’, modelling the the underlying values and beliefs of coaching. For me models become far less important if this environment and practice can be created internally, self and organisation!

• Coach Approach to 360° feedback Supporting colleagues in understanding and acting upon their 360° feedback report is a vital role in the development of leadership skills and competencies throughout an organization. Managers can very effectively support each other in all manner of ways; debriefing a 360 report is great example. Use your coaching skills; avoid leading &/or giving......
• Coaching for effective delegation Delegation is a vital tool for Leaders and Managers both to get the work done and to develop others.  Here's a set of questions that might support coaching a manger on the topic of effective delegation Diagnosis What's your track record with delegation so far? Worked well? Not so well?......
• The Manager as Coach THE MANAGER AS COACH An Introduction to Coaching by RICHARD FOX Preface Coaching and being coached are essential activities for 21st century business leaders and managers.  In an environment of uncertainty, intense competition and globalisation of markets, innovation, creativity and improved performance are vital to business success. “People, not capital,......
• Coaching as a conversation Again and again I bump into this or that model of coaching, a 3 step, 4 step, 5 step, even an 8 step model.  Whilst I do appreciate that all these have their place, and especially for new coaches, are extremely useful for the purposes of 'navigation,' I worry a......
• Coaching to Manage Performance and Employee Engagement 50% of managers fail to mange poor performance, a recent survey said.  Should we just get rid of those poor performers and hire more talented people?  Oh that we had the luxury ... and of course getting rid  of poor performers that way means you have to manage people out......

• High Bay Fixtures Help Businesses Improve Lighting In Their Facilities Many commercial and industrial businesses today are looking for ways to cut costs while maintaining a safe, healthy work environment. Expensive equipment, such as lighting equipment, consumes a great deal of energy each day, yet is essential for the company to function. After all, commercial and residential lighting equipment uses......
• Save Time, Money and Space in Over 80 Ways If you're looking for handy gadgets, tools and various items that can save you time, money or space (or all three!) this list of more than 80 top products is just what you need. Everyone's got saving money on their minds these days- whether your at the grocery store, or......
• Green Building Materials Green Construction is the practice of building in a way that increases efficiency of the use of materials like energy, water and other materials and resources while reducing the impact on human health and the environment during the process of building through more efficient design, site selection, construction, operation, maintenance......
• Building a Professional Website In 5 Easy Steps With the extensive use of the internet these days, many business transactions are done online. Almost every business has a website these days. Although some customers may go to shop to buy the products, but they do search website to compare the price list. It is now almost necessary that......
• Should You Undo Your 2010 Roth IRA Conversion? Last year (2010) presented a unique opportunity for even high income earners to convert their traditional IRA or 401(k) account to a Roth IRA. I strongly considered doing that for our IRAs but after running some numbers, I decided against it. Many others pulled the trigger on the conversion. Subsequent......