Coaching for Success Participant Guide

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Coaching for SuccessCommunication and Listening & Coaching for

Improvement

Participant Guide

August 23, 2011

For the purpose of this educational training program, we will assume that the

training is conducted in a classroom setting with an instructor. In addition, there is

also a Power Point presentation that corresponded to each training module.

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Table of Content

Overview………………………………………………………………………………………………………………………... 1

Module 1 - Communicating andListening………………………………………………………………………. 1

LearningObjectives………………………………………………………………………………………………………….. 1

The Art of Listening…………………………………………………………………………………………………………… 2

Discussion Questions – I stronglydisagree……………………………………………………………………….. 4

Discussion Questions – I really don’t have time forthis……………………………………………………. 4

Discussion Questions – I have a betteridea……………………………………………………………………… 5

Noise and Non-verbal

Cues………………………………………………………………………………………………..5

Best Practices for ManagingNoise……………………………………………………………………………………. 6

Applying What You haveLearned…………………………………………………………………………………….. 7

Module 2 – Coaching ForImprovement………………………………………………………………………….. 8

Introduction……………………………………………………………………………………………………………………… 8

Your Role in Facilitating ImprovedPerformance………………………………………………………………. 8

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The Coach as aCatalyst……………………………………………………………………………………………………. 9

Discussion Questions – This is so

unfair………………………………………………………………………….. 11

Discussion Questions – The Retreat….…………….……………………………………………………………… 12

Case study: Preparing for a Follow-upDiscussion…………………………………………………………… 14

Applying What You haveLearned…………………………………………………………………………………… 18

Overview

As leaders we are expected to invest in our staff, community, and our

customers. In order to accomplish that goal we have to consider our

communication style and our ability to effectively coach those around us.

Throughout this course, we will explore the concept of Coaching for Success.

We will have two segments, which will include, Communication and Listening

and Coaching for Improvement. Each module will include questionnaires

that are intended to illicit thought on behalf of the reader.

Module One: Communicating and

Listening

Effective communication is a very important aspect of leadership, when

people are able to communicate effectively they are typically informed and

about to participate, contribute, and add value to the organization as a

whole. Possessing the ability to communicate and listen will equip

employees with the skills required to communicate clearly and listen

carefully.

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During this module you will learn to:

• Explain why good communication and listening skills are important.

• Use good listening skills to promote effective communication.

• Apply a set of tips for minimizing the impact of noise and nonverbal,

and for using nonverbal to enhance communication.

• Apply the skills you’ve learned in the course to enhance the

effectiveness of your communications.

Applying this knowledge and these skills will enable you

to:

• Receive and send clear messages.

• Listen attentively and understand what people are saying.

• Manage the nonverbal messages that you send and receive.

• Choose the best method to communicate your message.

Communication is a very complex skill that takes time to master. To

communicate effectively, we need to be proficient in three areas:

Focus and understand. Communication requires you to focus on what you

and the other person are conveying, and to make sure you both understand.

Meet personal needs. Whatever your role in the discussion, you and the

people you’re communicating with have personal needs: to be understood

and to feel valued and respected.

Manage nonverbal and noise. Effective communicators pay attention to

nonverbal cues they send and receive and minimize the “noise”, both

internal and external.

Communication Strategy Worksheet

It is important to first explore our own communication style. We will discuss

a communication Strategy Worksheet later that will help you create a

personal communication strategy you can use on the job to handle specific

situation. You will be asked to add to it as we complete this course. Please

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note that you do not have to share your thoughts will other if that is your

personal choice.

We will focus on identifying upcoming or common communication situations

that may occur to focus on and explore the following:

• Do I need to give someone feedback?

• Do I need to negotiate deadlines or budgets?

• Do I communicate often with others about work assignments?

• Do I often need to ask others for help? Do I conduct brainstorming

sessions?

The Art of Listening

Listening is a very important aspect of communicating effectively. There are

however, four basic communication skills-listening, speaking, reading, and

writing.

Listening can make the difference between landing or losing a job, making or

missing a deadline, or feeling like part of a team rather that an outsider.

Despite its importance, listening isn’t always given its due, as many choose

to value speaking more.

Are you Listening?Listening isn’t a “stand-alone” skill. It reaches across three areas of effective

communication:

• Focus and understand.

• Meet personal needs.

• Manage nonverbal and noise.

The self assessment will present 3 statements that focus on your ability to

listen. Once you have received the form from the facilitator, read and rate

yourself on your statements. We will discuss after everyone has completed

the exercise.

Listening isn’t always easy, so it’s important to find ways to overcome

barriers to listening. Read the following 3 statements, and write your ideas

for overcoming the barrier in the space presented below.5



I Strongly Disagree!

With her very first statement, you knew she was wrong. You simply do not

agree with what she is saying. You can’t really understand why she feels the

way she does, as you feel the total opposite.

What can you do to listen openly, even when you do not agree?

_____________________________________________________________________________

_

_____________________________________________________________________________

_

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_

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I Really Don’t Have Time for This!

Priorities are mounting. You’re working toward a deadline. The customer is

waiting for you to assist them. There are times that you may feel as though

you do not have time to listen to their issue, because you are busy working

towards your own deadline. How would you feel if you had a similarconcern? Would you want someone to listen to you and solve your issue (if

possible)?

How would you overcome the barrier of listening to the concerns of another?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

I Have a Better Idea!

There is a problem, and you’re certain that you have the answer. There is no

sense listening to anyone else’s ideas because yours is best.

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What can you do to overcome this listening roadblock?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Discussion Questions:

• How do you feel about your listening and communicating skills (based

on your answer)?

• Would you consider yourself an effective communicator?

Take a moment to recall a good conversation that you’ve had with anindividual. Was the conversation meaningful because you felt as if you

heard them and they heard you? What were you able to observe from

talking to that person?

One can only really see what a person is doing and hear what a person is

saying. To eliminate guess work about thoughts and feelings, you need to:

• Ask

•

Reflect

• Summarize

• Check for understanding

(Define in PP) When listening to others we can utilize empathy, sympathy

and apathy. All are important aspects of relating to another.

Summary of Module:

Listening is one of the most important aspects of communication. It requires

using more than just your ears. To fully understand someone’s message,

you also need to pay attention to nonverbal, which may be, facial

expressions, posture, gestures, and voice inflection.

Noise and Nonverbal Cues

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When you are trying to be an active listener you attempt to speak clearly

and ask the right questions but communication can still prove to be difficult.

Distractions can be a large reason for that.

Consider this scenario: Tom has arrived late for a meeting. He just finished

up a call with an irate client, and he is still thinking about the conversationand how he can fix it. As such, he is too distracted to concentrate on the

meeting at hand. If he is not concentrating there is a great chance that he

will not make his input clear while presenting it at the meeting.

The above scenario, is the perfect example of internal noise – anything inside

us that hinders communication. Some examples may include, personal

biases, moods, and our feelings.

Communication can also be hampered by external noise, such as loud talking

or music that you hear coming from a peers area.

Non-verbal communication can also help or hurt the way one communicates.

Best Practices for Managing Internal Noise

Internal noise can interfere with communication. Here are some types of

internal noise and some best practices for handling them.

Interpersonal Issues

Interpersonal issues can be the result of relation issues amongst people.

Consider the following approaches when attempting to manage:

• Before arguing a point, take a deep breath. Think about what you are

going to say before you say it.

• Consider how the person is going to respond. Can you empathize with

them?

• Try to put aside any negative feelings prior to speaking.

• Focus on words rather than the feeling they derive.

The self assessment will present 3 statements that will help us focus on your

ability to listen. Once you have received the form from the facilitator, read

and rate yourself on your statements. We will discuss after everyone has

completed the exercise.

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Preoccupation

Preoccupation could involve someone thinking about or doing other things

that don’t relate to the discussion that is taking place.

To combat preoccupation, you might attempt the following:

• Write down what’s on your mind while it is fresh.

• If possible, reschedule the meeting or take a short break.

• Ask others to summarize if you have trouble understanding what they

are saying.

• Devote your time to an individual if they are speaking to you. Stop all

other activities.

Noises

Noises could include the click of a clock or a loud co-worker. The ear doesn’t

discriminate as it hears everything that is in range.

To manage noise, consider these approaches:

• Attempt to find a quiet location.

• If it is a person that is making the noise, politely ask if they could keep

it down.

• If possible, put on a less offensive background noise that may add

relieve (i.e. a radio or a fan).

Applying What You’ve Learned

So far you have learned that how you communicate and listen is one of the

most critical skills needed to be an effective leader. Communicating poorly

can cost an organization money and time. It can also create poor morale

and result in sagging production.

Communicating and listening consists of sending and receiving clear

messages. In order to be an effective leader and coach appropriated these

skills are of the utmost importance. We must be cognizant of the fact that at

any given moment, the sender and receiver can switch roles as they

exchange thoughts and feelings.

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We have effectively covered the concept of listening and communicating, we

will now build on those concepts and discuss how we can use those to

become effective coaches in the workplace.

Module 2: Coaching for

Improvement

Introduction

According to Werner and DeSimone, “Effective managers and supervisors

realize that they must take an active and positive role in employee

performance to ensure goals are met.” (p.314).

Leaders oftentimes encounter situations in which people have not met the

expectations that are required of them – when that occurs we need to be

prepared to effectively coach employees in an effort to increase productivity

and performance.

When coaching it is important to distinguish poor performance from poor

work habits so that you can:

• Recognize opportunities for improvement.

• Handle situations appropriately.

•

Proactively prepare for challenges that may adversely affectperformance.

During this course you will learn to:

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• Identify work habits and performance issues that need to be

addressed.

• Learn to determine if there performance is a result of, poor

performance or poor work habits.

• Acquire the knowledge necessary to effectively conduct improvement

discussions.

• Develop the skill necessary to utilize your newly gained knowledge in

the workplace

Your Role in Facilitating Improved Performance

When someone is performing poorly or displaying poor work habits, our role

as leaders is to work with that person to facilitate improvement. This course

focuses on the skills and tools you need to do that. Some include:

• A process for discussing improvement with an employee.

• Ways to recognize and handle emotional issues.

• Forms that will enable you to prepare to have improvement

discussions.

During improvement discussions leaders should consider themselves a

catalyst for change. As that catalyst, you are:

• The “spark” that ignites others to move toward positive performance

improvement, versus taking responsibility for someone’s improvement

yourself.

• Assist employees with taking responsibility for improving.

• Help others understand the impact of improvement, and the potential

consequences if they fail to improve.

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The Coach as Catalyst

In today’s work environment, improvement should be viewed as a shared

responsibility in which both the leader and the employee understand the fact

that each is invested in improvement.

As a leader you are responsible for fostering an environment that builds

commitment, and encourages others to develop a plan for improvement and

carry it out. It is very important that you understand that the individual is

ultimately responsible for making the required improvements and carrying

out the plan.

The catalyst approach to leadership:

• Isn’t just another role. It’s a broad mindset to the overall leadership

approach.

•

Requires a shift in thinking. Catalysts recognize that everyone hasto take on responsibilities and be accountable for getting work done.

The focus should be on providing employees with the tools required to

do a job well.

• Multiplies effectiveness. Catalyst leaders multiply their impact and

effectiveness by enhancing the impact and effectiveness of the people

that they lead.

• Helps ensure consistency. Catalysts demonstrate consistent

behaviors, energizing and mobilizing others in every appropriatesituation.

A catalyst is NOT:

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• Someone who simply dictates.

• A role that can be adopted overnight.

• An appropriate approach in every situation with every person.

Examples of what to do and not to do when adopting the catalyst approach

to leadership:

A catalyst does…….. A catalyst does not…….

• Encourage others to find thecause of the problem.

• Guess about the cause or listen tohearsay.

• Spur others to take responsibility

for change.

• Control the improvement process

• Urge others to take actions that

will lead to lasting improvement.

• Insist on only immediate (and

often short-lived improvement.

• Promote self-reflection about

natural.

• Impose consequences that

demonstrate power over others.

• Consider each person’s needs

and circumstances.

• Force a “one size fits all”

approach.

• Foster open dialog to develop the

best solutions.

• Mandate solutions.

• Trust people to change, even

when set-backs occur.

• Withhold support and resources

unless absolutely necessary.

• Motivate people by offering

specific feedback for improvement

in a supportive way.

• Criticize people when

improvement efforts are

insufficient.

Even when using the catalyst approach to leadership you may still encounter

challenges when attempting to discuss performance or work habit

improvement opportunities with others. Let’s explore the following

scenario’s in an effort to determine betters means of handling a particular

situation.

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This is so unfair!

Situation: Jessica has come in late on several occasions recently, and it is starting

to adversely affect the teams work flow.

Tom, the supervisor, tries to address Jessica’s tardiness with her and explain to her

how her actions are affecting other employees, as the team has had to work

overtime in an effort to complete Jessica’s work.

Question 1: How do you think Jessica is feeling right now? Why?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

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Question 2: If you were Tom, what might be your initial reaction to Jessica’s

feelings?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Question 3: How can Tom handle this situation? What can he say or do (utilizing

the catalyst approach to leadership) that would encourage change?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

The Retreat

Situation:

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Mike has been very preoccupied and unfocused lately. This is affecting his

performance. John (his supervisor) has a discussion with Mike. John knows that

Mike has missed a few deadlines, which fortunately has not yet led to major

consequences. However, John is concerned about a pattern forming. He expresses

his concerns, and they discuss some actions to correct the situation. As the

discussion ends, John does one last check.

Question 1: How would you approach the discussion with Mike?

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

Question 2: Would it be beneficial to document Mike’s behavior in his file?

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

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Question 3: What behaviors would a catalyst leader take in this situation?

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_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Addressing the aforementioned issues appropriately can be achieved if you

conduct a coaching analysis prior to meeting with an employee to discuss

performance issues.

According to Werner and DeSimone, “Coaching analysis is the process of

analyzing factors that contribute to unsatisfactory performance and deciding

on an appropriate response to improve performance.” (p. 322).

Werner and DeSimone also provide readers with steps that supervisors can

use to conduct a Coaching Analysis. The steps are listed below.

• Identify the unsatisfactory employee performance.

• Is it worth your time and effort to address?

• So subordinates know that their performance is not satisfactory?

• Do subordinates know what is suppose to be done?

• Are there obstacles beyond the employee’s control?

• Does the subordinate know how to do what must be done?

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• Does a negative consequence follow effective performance?

• Does a positive consequence follow nonperformance?

• Could the subordinate do it if he or she wanted to?

Answering the above questions prior to having a coaching session, may

enable you to effectively coach an employee through a performance issue

that is adversely affecting their performance.

See the steps listed below that outline steps for supervisors to use to

conduct a coaching discussion and follow-up. (See text p.329)

• Identify the employee performance issue to be discussed; be specific,

factual, respectful, and supportive in presenting this issue to the

employee.

• Seek the employee’s reaction and response to the supervisor’s

presentation of the performance issue.

• Seek out the employee’s agreement that a performance problem

exists.

• Mutually discuss alternative solutions to the issue.

• Mutually agree on goals to set, actions to take, and the follow-up plan

that will be used to resolve the issue.

• Follow up on this issue at the agreed-upon time and in the agreed upon

way.

• Recognize and reward employee improvements and achievements as

they occur.

Case Study: Preparing for a Follow-up Discussion

Read the Case Study that follows. As you read it, think about:

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• Whether Alex has improved.

• How to reinforce progress.

• Natural consequences of lack of improvement.

• Possible ideas for improvement.

After you have read the background, begin working on a blank Discussion

Notes form that you will find in your packet.

Situation:

You lead a team that is converting outdated systems. The impending

deadline is causing increased urgency and decreased collaboration,

especially with Alex, the team’s SME (Subject Matter Expert).

• Alex has been having trouble balancing his workload with the need to

provide more support for his teammates. As pressure builds to

complete the project, he has become less helpful and less tolerant of

interruptions. Alex mentioned that if people try harder, they could

address their own questions.

• You have already spoken to Alex about the perception. Although he

seems to be very defensive at times, he agreed to:

o Develop a QRG (Quick Reference Guide) to assist with employee

questions.

o Ask team members how he can be more helpful, while

attempting to reduce interruptions.

o Be patient and supportive if asked for help.

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• Alex has created the QRG and has spoken with the team, but many still

complain about his interpersonal skills. Requests are still being

handled poorly.

• You are annoyed at Alex’s continued lack of team work, as people

would prefer to struggle or guess rather than ask him a question.

Preparing for the Discussion

You must have a follow-up discussion with Alex to further discuss the issues

and agree on a plan for improvement. You’ll describe the situation by:

• Reminding Alex of his agreements and state that his commitment tobetter support the team has not been fulfilled.

• Address specific concerns that have been brought to your attention.

• Share the feelings that other employees have expressed.

The situation concerns you because:

• People could miss deadlines if they don’t seek help.

• Alex’s lack of support is causing tension and bad feelings, and his

reputation is becoming tarnished.

Your ideas for Improving the Situation

The problem lies in Alex’s responsibility, as he has to not only complete his

own work, but he also has to support the team. Possible collaborative

solutions may include:

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• Getting Alex help at peak times.

• Asking others to hold routine questions until a certain part of the day.

• Checking with the team to ensure that they’re using the QRG.

• Asking others to let Alex know when he’s short with them.

• Cross training another employee that can possibly relieve some of

Alex’s pressure.

The ultimate goal when coaching in this situation is to get Alex to agree to

corrective remedies, identify how everyone will support the them, and

progress check should be planned and implemented.

Alex’s Potential Reactions

Leaders should always consider the fact that everyone has personal needs

that need to be met. Although Alex seems to be the problem, it is important

to remember that he too has practical needs that would assist him in

achieving improvement in his performance.

Consider the following:

• Doing complex technical work amid interruptions can be very

frustrating.

• Alex is doing fine with the technical aspect of his job. He also finished

the QRG, which has proved to be beneficial when issues arise.

In this situation Alex could become very frustrated, defensive, and angry as

he hears complaints from the team. He may really feel as though he is

contributing 110% to the success of the team.

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Tips for Closing a Coaching Discussion

To close the discussion positively and proactively, you may plan to:

• Compliment Alex for his technical work and acknowledge the fact that

you understand the difficulty of meeting several demands at one time.

• Reinforce meeting with the team to explain Alex’s dual role.

• Reinforce any workable ideas Alex suggests and, if his plans seem

workable, express support of Alex’s suggestions and implement to the

best of the teams ability.

Discussion Notes Form:

Question 1: How would you open the conversation with Alex? Remember

that you should first establish a purpose and express the importance of the

discussion to him.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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Question 2: What will you say to uncover causes and rationale for Alex’s

behavior? How will you explore and address natural consequences of

continued poor behavior?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Question 3: What might you say to move the discussion into development

ideas? How could you get Alex’s ideas on resources and support going

forward to improve performance?

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Question 4: What could you say that would encourage Alex to agree on

actions that need to occur in the future to correct the present situation?

___________________________________________________________________________

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___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Question 5: What might you do to highlight important features of the

discussion? How might you state your belief in the outcomes? What might

you say or do if you don’t feel confident in Alex’s plan or his commitment to

improve?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Summary: Applying What You Have Learned

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Remember, the more you practice using the Discussion Guides, process

skills, and key principles in planning for and conducting improvement

discussions, the more effective you will become. Eventually, the skills

presented will become second nature to you.

Coaching people toward improvement is a big responsibility that can lead to

huge payoffs, such as:

• Increased job satisfaction

• Increased productivity

• Team unification

Remember – you are the catalyst, encouraging others to improve.

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