Managing the Development of the Sales Team

INDUCTION

Introduction

Situatio

nal

Lead

ersh

ip

The basic concept

The Situational Leadership method from

Kenneth Blanchard and Paul Hersey holds that

managers must use different leadership styles

depending on the situation. The model allows

you to analyze the needs of the situation you’re

in and then use the most appropriate leadership

style. Depending on employees’ competences in

their task areas, and commitment to their tasks,

your leadership style should vary from one

person to another. You may even lead the same

person one way sometimes and another way at

other times.

Situational Leadership is a model

covering two key interaction

The application of this model will

increase the effectiveness of both on-

the-job training and formal training

conducted by subordinate’s manager

concepts being;

•. The competency level in a particular

task of an employee, and

•The management style, relevant to the

employee’s competency level, to be

used during the training

Supporting

S3

Low task

(high competence)

High relationship

Coaching

S2

High Task

(some competence)

High relationship

Delegation

S4

Low task

(high competence)

Low relationship

Direction

S1

High task

(low competence)

Low relationship High Moderate Low

M4 M3 M2 M1

The attempts in the model below are to portray:

•the relationship between task-relevant maturity; and

•appropriate leadership styles to be used as followers move from

immaturity to maturity

Leadership styles

Lead

ersh

ip

styles

Leadership styles

Each of the four leadership styles:

•Telling

•Selling

•Participation

•Delegating

Task and relationship behaviour

Task behaviour is the extent to which a leader provides direction for people,

telling them:

•what to do

•when to do it

•where to do it, and

•how to do it

It is setting goals for them and defining their roles.

Relationship behaviour is the extent to which a leader engages in two way

communication with people.

•Providing support

•Encouragement

•“Psychological strokes” and

•Facilitating behaviour

It means actively listening to people and supporting their efforts.

Maturity

The maturity of followers is a question of

degree. As can be seen in the figure some

benchmarks of maturity are provided for

determining appropriate leadership style by

dividing the maturity continuum into four

models.

Maturity levels M

aturity le

vels

MATURITY LEVEL APPROPRIATE STYLE

M1 Low maturity

Unable and unwilling or insecure

S1 Telling

High task and low relationship behaviour

M2 Low to moderate maturity

Unable but willing or confident

S2 Selling

High task and high emotional behaviour

M3 Moderate to high maturity

Able but unwilling or insecure

S3 Participating

High relationship and low task behaviour

M4 High maturity

Abele/competent and Willing/competent

S4 Delegating

Low relationship and low task behaviour

Maturity levels M

aturity le

vels

Low

M1 Telling is for low maturity

Low to moderate

M2 Selling is for low to moderate maturity

Moderate to high

M3 Participating is for moderate to high maturity

High

M4 Delegating is for high maturity

Maturity clarified

Matu

rity clarifie

d

Maturity clarified

S1 - Telling/Directing

•High task focus, low relationship focus - leaders define the roles and

tasks of the 'follower’ and supervise them closely. Decisions are made

by the leader and announced so communication is largely one-way.

People who lack competence but are enthusiastic and committed need

direction and supervision to get them started.

S2 - Selling/Coaching

•High task focus, high-relationship focus - leaders still define roles and

tasks but seek ideas and suggestions from the follower. Decisions

remain the leader's prerogative but communication is more two-way.

People who have some competence but lack commitment. need

direction and supervision because they are still relatively

inexperienced. They also need support and praise to build their self-

esteem and involvement in decision-making to restore their

commitment.

S3 - Participating/Supporting

•Low task focus, high-relationship focus - leaders pass day-to-day

decisions, such as task allocation and processes, to the follower. The

leader facilitates and takes part in decisions but control is with the

follower. People who have competence but lack confidence or

motivation do not need much direction because of their skills, but

support is necessary to bolster their confidence and motivation.

S4 – Delegating

•Low task focus, low relationship focus - leaders are still involved in

decisions and problem-solving but control is with the follower. The

follower decides when and how the leader will be involved. People who

have both competence and commitment are able and willing to work on a project by themselves with little supervision or support.

Application of Situational leadership

Situatio

nal

Lead

ersh

ip

Application of Situational Leadership

•The key to using Situational Leadership is to assess the maturity level of the followers and to

behave as the model prescribes.

•Implicit in Situational Leadership is the idea that a leader should help followers grow in maturity

as far as they are able and willing to go.

•The development of followers should be done by adjusting the leadership behaviour through the

four styles along with stages given in the above figure.

•Situational Leadership contends that strong direction (task behaviour) with immature followers is

appropriate if they are to become productive.

•Similarly, it suggests that an increase in maturity on the part of the people who are somewhat

immature should be rewarded with increased positive reinforcement.

•As followers reach high levels of maturity, the leader should respond not only continuing to

decrease control over their activities but also continuing to decrease relationship behaviour as well.

Appropriate Style and Maturity

Ap

pro

priate

Style

Subordinate Manager

M1

Low maturity

Unable and unwilling or

insecure

S1

High task and

low relationship behaviour

Job Functions

•Diagnosing the vehicle

•Repairing the vehicle

•Servicing the vehicle

•Writing the work done on the job

card

M1: Subordinate

Low maturity (competency)

S1: Manager

Leadership style (Coaching model)

To determine what leadership style you should use with a person in a given situation you must do several things:

•You must decide what areas of an individual or group you want to influence. •In terms of work those areas would vary according to a person’s responsibility.

Example: A Technician might have responsibilities in diagnosing the vehicle, doing the repair, servicing the vehicle

and doing administration (job card). Therefore before the Manager can begin to determine the appropriate leadership style to use with the individual, he must decide which aspect of that person’s job he wants to influence.

The next step is to determine the ability and motivation (maturity kevel)

of the individual or group in each of the selected areas.

•The final step is to decide which of the four leadership styles would be

appropriate to the individual in each of these areas. Example: Should the Manager have determined that a subordinate’s

maturity level (competency) in terms of diagnosing is low (M1), the Manager should use the directive of “telling” (S1) style.

NOTE: In this example, low relationship

behaviour does not mean that the

Manager is unfriendly to the subordinate.

It is merely suggested that the Manager, in supervising the subordinate’s

diagnosing skills, should spend more

time directing the person in what to do,

how and when and where to do it.

Increased relationship should occur only

when the subordinate begins to

demonstrate the ability to handle the job

card properly. At this point a movement from “telling” to “selling” would be

appropriate.

Components of Maturity

Co

mp

on

ents o

f M

aturity

Components of Maturity

It has been stated that the key to effective leadership is to identify the maturity level of the individual or group

you are attempting to influence and then bring to bear the appropriate leadership style.

Job maturity

•Job maturity is related to the ability to do

so something.

•It has to do with knowledge and skill.

•Individuals who have HIGH job maturity in

a particular area have the knowledge, ability

and experience to perform the task without

direction from others.

•I can work on my own in that area without

much help from my boss.

The concept of maturity consists of two dimensions being:

•Job maturity = Ability

•Psychological maturity = Willingness

Psychological maturity

•Psychological maturity is related to the willingness or motivation to do something.

•Individuals who have HIGH psychological maturity in an area of responsibility:

•Think that responsibility is important.

•Have self confidence, and

•Good feelings about themselves in that aspect of the job. •They do not need extensive encouragement to get them to do things in that area.

How do you learn?

Ho

w d

o yo

u

learn

?

Introduction While Situational Leadership defines the employee’s competency level and style to be used by the

manager during the training interaction, ‘how people learn’ is the employees learning preference.

Matching the two concepts provides an integrated model that can be used to increase the effectiveness

of the training and thus the employee competency level

How do you learn?

•Do you ever wonder why some people are

known as "straight 'A' students" while other

people struggle at school - even though

they're smart?

•Do you know people who didn't finish high

school yet have achieved great success in

their careers?

•People learn in different ways and no one

person has a better learning style than

another.

Some experts say there are as many as seven

different learning styles but it's easier to narrow it

down to three types of learning . . . we'll call them:

•Listening learners.

•Seeing learners.

•Touch/experience learners.

It's simple really. Think about one of life's earliest lessons - often taught by our mothers: ‘The Stove

Can Burn You’. •Listening learners heard their mother, believed the

information and never touched a stove.

•Seeing learners watched their brother touch the

stove and never touched it themselves.

•Feeling/Experience learners touched the stove but only once!

Introduction

Styles o

f Le

arnin

g

Problem #1:

You need to paint a room.

How much paint and what supplies do you need?

Listening Learners might: Call a painter, a friend, or paint store and ask them for instructions before starting. Might attend a course on painting at the paint store.

Seeing Learners might:

Look online for answers, read several websites. Go to a bookstore and find books/magazines about home improvement and painting. Go to the paint store and read the back of paint cans. Watch a course at the paint store.

Experience Learners might: Go and buy a can of paint and brush and start painting. If there's not enough paint or you have the wrong brush you just buy more. Eventually you learn how much paint and what supplies are required.

Problem #2:

Your boss wants you to plan a

summer barbecue for 25 co-workers

and their spouses/partners.

You've never planned anything

before. How would you learn what to

do?

Listening Learners might: Call a friend who throws great parties, and cry “HELP”! Attend an upcoming party and ask the host lots of questions. Call a party planner in the phone book and try to squeeze some tips out of them. Attend a class on event planning.

Seeing Learners might:

Search for "party planning tips" through Internet search engines. Look for books about catering, event planning and party games at the library.

Experience Learners might:

Dive right in - walk around to co-workers' desks to ask them how many people are coming. Find a place to hold the event, buy lots of food at the local deli and determine in your head if it's enough. Hire the band you heard at the bar last week and learn by experience that alcohol melts through paper cups!

Most people combine the styles of learning

Here are some everyday problems you might want to learn about. How would you learn more? Think about

them - no way of learning is better than another. Remember, the way you learn is perfect for you.

What are the types of learning styles?

Type

s of

learn

ing style

s

Listening Learners:

Learn through listening...

They learn best through verbal lectures, discussions, talking things through and

listening to what others have to say. Auditory learners interpret the underlying

meanings of speech through listening to tone of voice, pitch, speed and other

nuances. Written information may have little meaning until it is heard. These

learners often benefit from reading text aloud and using a tape recorder.

Seeing Learners:

Learn through seeing...

These learners need to see the teacher's body language and facial expression to fully

understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from

visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a lecture or classroom discussion, visual learners often prefer

to take detailed notes to absorb the information.

Feel/experience Learners:

Learn through moving, doing

and touching...

Feel/experience - people learn best through a hands-on approach, actively exploring the physical world

around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.

Recognising learner types Le

arne

r type

s

Statement Listening Seeing Feeling

Do you see where this is leading

Are you in tune with the concept?

Can you grasp the significance of this?

How do you feel about the proposal?

Can you see what I mean?

Can’t you see my point of view?

Listed below are a number of statements used during the different learning styles. Indicate the learning style that relates to the statement. Review and think of your own style of learning.

Clues in Recognising Learner

type

Just as most of us prefer to write

with one hand rather than the other,

we also prefer to use some of our

senses more than others. Luckily,

you can usually tell what another person’s preferred sense is by the

words they use. For instance:

Feeling/Experience Learners

•It feels like you are in touch today.

•Do you grasp how I feel?

•I feel a little under pressure at the moment.

•Oh yes, II understand how you feel. •Let’s grab the chance while it’s there.

Seeing people

•You look bright today. •Look at the view, isn’t it colourful?

•I see myself as a bit dull at the moment.

•Oh yes, I see what you mean. •Lets look at it this way.

Listening Learners

•You sound well today.

•Listen to the wind, isn’t it loud.

•Do I sound a bit out of harmony at the

moment.

•Oh yes, I hear what you say. •Let’s try saying it this way.

Learner types Le

arne

r type

s

It is expected that, some of the time, feeling and

seeing people use are chosen because they fit a

particular situation but, most of the time, they will

indicate a listening, seeing and feeling preference.

Listening people predominantly think, store and retrieve information as sounds

Seeing people predominantly think, store and retrieve information as pictures

Feeling people predominantly think, store and retrieve information as feelings

Listening people Seeing people Feeling people

Are inclined to keep eyes level Are inclined to look upward Are inclined to look downward

Establishing peoples preference through eye movement

The sense that people prefer to use will indicate how they are processing information into

their brain.

Learning tips for listening learners Le

arnin

g tips

Learning Tips for Listening Learners

Individuals who are listening learners may be able to benefit from the following study

strategies

•Utilize audiotapes for learning.

•Read information aloud when studying.

•Ask questions.

•Watch videos.

•Use word association techniques to remember facts.

•Participate in class discussions.

•Record directions and notes.

•Listen to taped notes.

•Avoid auditory distractions.

•Participate in a study group or study with a study partner.

•Make up songs or rhymes to go along with the pertinent material.

•Use rhymes to recall dates, names, facts, etc.

•Write of steps in sentence form and then read them out loud.

Best test style for listening learner-oral exam, writing responses to lectures.

Worst test style for listening learner-reading comprehension.

Learning tips for seeing learners Le

arnin

g tips Learning Tips for Seeing Learners

In order to maximize your learning style, concentrate on these tips:

•Ask for written directions.

•Utilize diagrams and flow charts for note taking.

•Colour code notes.

•Visualize spelling of words or facts that must be memorized.

•Write down key points.

•Copy what is on the board.

•Sit near the front of the classroom.

•Watch videos.

•Use highlighters to mark important points in notes.

•Use graph paper in order to make diagrams and charts for key points.

•Utilize illustrations to remember important material.

•Utilize visual metaphors to associate relevant content.

•Write down explanations for points that are difficult.

Preferred test styles for visual learners are essays, maps and diagramming.

Worst test type for visual learners-listen and respond style.

Learning tips for feeling/experimenting learners Le

arnin

g tips

Learning Tips for Feeling/experimenting Learners

Feeling/Experience learners are often able to maximize their

study sessions through these techniques:

•Practicing a technique.

•Demonstrating a principle.

•Creating a model.

•Engaging in a hands-on activity.

•Studying in a position that is comfortable, even if it is not a

tradition - desk/table or chair setup.

•Taking a field trip.

•Working on drills or memory exercises while walking or

exercising.

•Miming or acting out key points for memory reinforcement.

•Rather than placing your book on a table when reading, try

holding it in your hands instead.

•When giving an explanation of something, try standing up.

•Jot down notes while you are reading.

•Use beats or rhythm to explain information or memorize

information.

•Sit near the front of the classroom in order to avoid becoming

distracted during lectures.

•Make models that demonstrate the primary concept of the

material you are studying in order to reinforce the material.

•Record class lectures and then listen to them while you are

working out or walking.

Best test type for kinaesthetic learners-fill in the blank and multiple

choices.

Worst test type for kinaesthetic learners-long essay tests.

Coaching and counselling

Co

achin

g and

co

un

sellin

g

•Objectives of Coaching

•To provide a non-threatening environment in which the subordinate can freely

express opinions;

•To develop the subordinate’s understanding of his or her strengths and

weaknesses;

•To increase the subordinate’s personal and interpersonal effectiveness and

efficiency (productivity);

•To review the subordinate’s achievement of objectives;

•To identify any obstacles that are hindering progress;

•To assist in generating alternatives and action plans for dealing with identified

problems;

•To encourage the subordinate to set goals for further improvement;

•To contract to provide whatever support the subordinate needs; and

To help the subordinate realise his or her potential.

Coaching is an integral part of any manager’s function and

is the next step after having identified maturity – leadership

styles as well as learning styles .

Results orientated coaching can be provided by

anyone who is in a senior position or who is an

expert on a certain subject with the view to

increase a subordinate or trainee’s competency.

Coaching and counselling

Co

achin

g and

co

un

sellin

g

Lack of knowledge about job responsibilities Performance, skill or attitude problem Coach

Personal problem of Employee Performance or attitude

problem Counselling

Coaching and Counselling share many of the same

skills and, at times they may seem to overlap.

When they do, remember the following diagrams.

The diagrams (below) will help you differentiate the

two processes.

5 benefits of Coaching and Counselling

5 B

en

efits o

f C

oach

ing an

d

Co

un

sellin

g COACHING COUNSELLING

Makes your job easier when employees build their skill levels.

Improves performance of individuals when they feel listened to and supported.

Enables greater “hands off” so you have more time to truly consult/manage versus “do for”.

Reduces unresolved conflicts when individuals feel they can vent their thoughts and feelings and deal with problems openly and constructively.

Builds your reputation as a people developer. Makes your job easier by giving you warning of resistance or problems that may occur following changes.

Increases productivity when employees know what the goals are and how to achieve them.

Shows your people orientation when you understand and deal with the motives and needs of each individual and how he or she will react to organisational events

Develops sharing of facilitator responsibilities. Dealing with problems reduces possibility of their impact on performance.

Positive recognition and feedback increases employee motivation and initiative.

Helps you solve problems before they occur.

Increases likelihood of tasks being completed in a quality way.

Improves your decision making when everyone’s ideas have been heard and individuals’ strengths and abilities are complemented.

Avoids surprises and defensiveness in performance evaluation.

Builds your reputation when you are known as a facilitator who can motivate people and build constructive working relationships.

Increases creativity and innovation of unit as people feel safe to take risks.

Increases self-knowledge and personal satisfaction in your job

Increases team cohesiveness due to clarified goals and roles.

Improves your self-confidence.

Reasons why you may avoid Coaching

Re

ason

s wh

y yo

u m

ay avoid

co

achin

g

REASON

I do not have time.

Fear of failure.

I do not want to scare or overwhelm a new person.

Coaching feels awkward.

Nobody coached me; I have no role model.

I have too many people to coach.

I do not set initial goals with those people.

They will not listen.

They should be able to figure things out on their own.

They will think something is seriously wrong.

They do not ask for help.

Performance is “almost” acceptable.

I will feel threatened.

They are motivated and do not need feedback.

They may get defensive.

It is not my job.

I may get defensive.

My standards are obvious; they should know what to do.

I do not want to.

I do not care whether they grow or not.

Reasons why you may avoid Counselling

Re

ason

s wh

y yo

u m

ay avoid

co

un

sellin

g

REASON

I do not have time.

Feelings are personal and not my business.

Counselling is for psychologists and psychiatrists.

Counselling feels awkward.

They will not listen to me.

I think feelings about organisational changes are a waste of time and I just want to get the job

done.

Feelings and concerns will go away by themselves.

I fear my own feelings.

I am afraid to say the wrong thing and be blamed for it.

Problems are personal.

I fear uncovering frustration, complaints and dissatisfaction.

I feel responsible for solving the problems of others when I have enough problems of my own.

I lack self-confidence and know-how.

The person may become dependent on me for empathy and advice.

Performance problems will resolve themselves.

I do not know how to explore or manage my own feelings let alone those of others.

I feel a loss of control when people cry or get angry.

I don’t have any solutions for the problems.

I over-identify with their feelings or situations and cannot be objective.

I do not have faith in them.

How do I view your self as a Coach?

Ho

w d

o yo

u

view

you

rself as

a coach

As a Coach, I: Seldom Sometimes Almost Always

Capitalise on people’s strengths

Give individuals visibility

Provide them with freedom to achieve goals

Set performance standards

Orient people to organisational values and business strategy

Hold people accountable for their performance

Provide people with information on the resources available for

growth

Encourage people when they are discouraged or about to

undertake new of difficult tasks

Prove information about the organisation and the individual’s

role in the attainment of organisational goals

Make performance expectations and priorities clear

Take time to build trust

Provide appropriate training and support when needed

Solicit and listen to ideas

View people as partners and critical to the success of the unit

Serve as a role model

Won’t let employees give up

Don’t divulge confidences

Explain reasons for decisions and procedures and give

advance notice of changes whenever possible

Provide people with regular feedback about their performance

Give people credit when they deserve it

How do I view your self as a Counsellor?

Ho

w d

o yo

u

view

you

as a co

un

sello

r

As a Counsellor, I: Seldom Sometimes Almost Always

Treat people’s feelings as important

Keep confidences

Facilitate discussions

Build people’s self-esteem

Reassure people who are insecure

Support people taking risks

Solicit people’s feelings, ideas and solutions

Let people make their own decisions

Care about people

Am empathetic about people’s feelings

Help people work out tough priorities

Am patient

Give full attention to discussions and am not distracted

Make people feel confident about their ability to solve problems

Allow people to vent dissatisfaction or concern with their

functions without victimising them

Consider people’s interests, skills and values

Consider people’s goals when discussing career opportunities

Allow people to grieve over a loss, personal/professional

Avoid acting like the expert on solving personal problems

Have a sense of humour about organisational life

Scoring of Questionnaires on Effective Coaching and Counselling

Scorin

g

Total each of the three columns and record the values on the ‘Scoring Key’ diagram above. Both A and B totals

must be inserted on the diagram

Add up all the values you have marked in each column to get to the grand total. The answers will give you an

idea on how they perceive your Coaching and Counselling abilities.

Measure the A and B independently from each other against the ratings below.

Scoring: A total of: 60 and above = Excellent

40 – 59 = Fair to Good

Below 40 = Needs Improvement

Once all the questionnaires are done and you have scored them, you will have the following sets of information

or “pictures” about yourself on Coaching and on Counselling.

Scoring of Questionnaires on Effective Coaching and Counselling

Scorin

g

1

Seldom

2

Sometimes

3

Almost always

A. How I rate myself

Coaching

Counselling

Total

B. How others rate me

Coaching

Counselling

Total

Answer the following questions in your own mind:

•Are the pictures similar or different?

•If they differ, why?

It might help you to look at the reasons you marked

for why you might avoid coaching and counselling.

Establish When to Coach or Counsel

Wh

en

to co

ach

or co

un

sel Knowing when to coach or counsel is an important skill. It is the first step in the Coaching and

Counselling Process. When you can identify situations that need your expertise in a timely manner, you

are on your way to becoming a more effective Facilitator.

Below is a list of work situations that may require Coaching or Counselling. Mark those that you have

already encountered. Feel free to add any other situations you think may require Coaching.

SITUATIONS THAT MAY REQUIRE COACHING Training of new Facilitators Developing Facilitator Skills Need to explain standards of Facilitator Need to explain cultural norms and political realities of the organisation Simple corrections to performance are required Goals or business conditions change New technology (e.g. AGN) introduced in the workplace Person needs help to set priorities Follow up to training session Person displays low or moderate performance Person wants to become a peak performer Formal or informal performance reviews Person needs preparation to meet his/her future goals Person needs preparation for more challenging function, role When power or control battles are affecting team cohesiveness

SITUATIONS THAT MAY REQUIRE COUNSELLING

Redefinition of role

Person unhappy with you as a Facilitator

Person unhappy about his/her role

Person who has conflict with a peer

Person that feels stressed or burned out

Person who feels insecure about skills or ability to perform the role Person whose personal problems are affecting his/her own performance and/or the performance of others

Performance problems that persist

Person who is disappointed in new role

Identification of problems

Ide

ntificatio

n o

f p

rob

lem

s To help you to identify when to Coach or Counsel, checklists are provided to assist you in future. Usually

one would Coach a person with performance problems and Counsel a person with attitude problems

Below is a list of signs that can help

you to identify performance problems.

Some of these signs will be quite

obvious, others will not.

While you are going through the list,

mark those that you can identify with.

You may also have some signs of your

own to add to the list.

SIGNS OF DECLINING PERFORMANCE

Decreased involvement in growth process

Poor quality participation

Avoiding dealing with team problems

Disorganised

Leaning on others for direction

Lack of involvement in team learning

No voluntary feedback given on progress

Below is a list of signs that can help you to identify poor attitude problems. While you are going through the list, mark those

that you can identify with

SIGNS OF ATTITUDE PROBLEMS

Withdrawn

Disinterested in function as well as the organisation

Increased complaining

Uncooperative

Blaming failure on others

Defensive

Avoids contact with others on team

Lacking enthusiasm for role

Irritability

Depression

Little or not initiative

Causes of performance and attitude problems

Cau

ses o

f p

erfro

man

ce People can give thousands of reasons why they do not perform as Facilitators.

All these reasons can be related to the following three reasons:

They do not know how.

•Lack of instruction, orientation or training.

•Lack of feedback on performance.

Something or someone keeps them from it.

•A physical or psychological problem.

•Not enough time.

•Lacks materials.

They do not want to.

•Previous good work unrecognised.

•Burn out.

•Unhappy with role.

•Disinterested.

A part of a Coach or Counsellor’s task is to:

•Find out why people are experiencing performance or attitude problems.

•To discuss it with the person.

•To come to an agreement on how both of you are going to work on it.

Coaching or Counselling checklist

Co

achin

g or

cou

nse

lling

che

cklist

Before conducting either type of session, answer all of the

questions below about the person and the situation. Doing so

will help you focus on whether you need to Coach or Counsel.

QUESTIONS TO ANSWER YES NO

1. Does the person know what is supposed to be done and when?

2. Have I defined the role and skills required?

3. Does the person have the skills required?

4. Has the person bought into the concept of Facilitator?

5. Do I have the time it will take to sufficiently train and orient this person?

6. Have I adequately defined the ongoing performance expectations for the person?

7. Are these expectations realistic?

8. If “no”, can I revise the standards?

9. What is the specific difference between the present performance level and the desired

performance level?

10. Is the difference important?

11. Define the impact the performance problem has on:

You:

Person:

The unit:

The team:

The Organisation:

12. Does the person want to be Coached/Counselled?

13. Does the person have adequate resources to do so? If “no”, what specifically does the

person need?

14. Are obstacles beyond the person’s control affecting performance?

If “yes”, what specific obstacles?

Can these obstacles be removed

If “yes”, what does the employee need from me during this time to help meet adequate

performance standards?

Evaluate performance

Evaluate

P

erfo

rman

ce

By now you should know what Coaching and

Counselling involves and when to use each.

You are now going to learn the most important

skill to become an effective Coach or

Counsellor:

How to evaluate performance and give

constructive feedback.

Whether you recognise it or not, you are

constantly providing feedback. How you

provide that feedback will often spell the

difference between success and failure.

Give constructive feedback

Co

nstru

ctive fe

ed

back

TYPE DEFINITION PURPOSE IMPACT

Silence

No response provided.

Example: Ignore behaviour;

good/bad

Maintains the status

quo

o Decreases confidence

(long-term)

o Reduces performance

(long-term)

o Creates surprises

during performance

evaluation

o Can create paranoia

Criticism

Identifies behaviours or results

that were undesirable, not up to

standard

Example: “You did a poor job

running that meeting this

morning”.

Stop undesirable

behaviour / results

o Generates excuses and

blaming of others

o Decreases confidence

o Leads to escape and

avoidance

o Hurts relationships

Advice

Identifies behaviour or results that

are highly regarded and often

specifies how to incorporate them

in the future.

Example: “Remember to talk to

Ann and include her ideas in the

final report, so the report is

comprehensive and up to date”.

Shape or changes

behaviour/results to

increase performance

o Improves confidence

o Can improve

relationships

o Increases performance

Reinforcement

(Positive)

Identifies behaviour or results that

were desired; up to or exceeding

standards

Example: “The format of this

report will make my job a lot

easier. Thank you for taking the

time to structure it this way”.

Increases desired

performance/results

o Increases confidence

o Increases performance

o Increases motivation

How do you use feedback?

Ho

w d

o yo

u u

se

fee

db

ack

I use this type of feedback: Almost Always Frequently Occasionally Never

Silence

Criticism (negative)

Reinforcement (positive)

Advice

Barriers to giving constructive feedback.

Before we discuss the potential problems in offering

feedback, let us examine your attitude towards giving

feedback to others and some of the pitfalls you may

encounter along the way.

How do you use feedback?

Think about the type of feedback you use in managing

your employees then do the following quiz.

ATTITUDES

If I wait long enough, the situation will probably resolve itself so I do not have to get involved.

Since I do not like to receive feedback, I cannot imagine anyone else would. Therefore, I choose to ignore the problem.

I give feedback indirectly by using sarcasm or jokes. There never seems to be a “right” time to give feedback. I keep putting off giving feedback.

It takes so much time to give feedback effectively; I would rather pick up the slack than take the time to correct another’s behaviour. I am unsure of how the other person is going to respond to my feedback, therefore, I avoid giving it at all.

I am not perfect, so who am I to judge anyone else’s behaviour?

If I give a senior person negative feedback, it may be used against me at my next performance appraisal.

I let the situation go on for too long now, and I am so angry that I am going to blow up and mishandle the situation.

Feedback Pitfalls

Mark the attitudes that you carry into a situation where you need feedback to others:

Giving feedback is important in terms of

increasing the subordinate’s self-

awareness, particularly with regard to

strengths and weaknesses. If properly

given, feedback results in greater rapport

between the supervisor and the

subordinate.

Guidelines for giving feedback

Gu

ide

lines fo

r givin

g fee

db

ack

Open feedback can relieve stress and improve interpersonal relationships - honesty promotes trust and paves the way to

intimacy.

Feedback, correctly given, provides information that can improve job performance and promote continuing professional and

personal development.

Feedback is effective when the manager ensures that it:

•is descriptive rather than evaluative

•is focused on the subordinate’s behaviour rather than the

subordinate as a person

•concerns behaviour that is modifiable

•is specific and data based rather than general and based on

impressions;

•reinforces positive new behaviour and what the

•subordinate has done

•suggests rather than prescribes avenues for improvement;

•is based on need and is elicited by the subordinate;

•satisfies the needs of both the manager and the subordinate is

well timed

The Feedback Process

Fee

db

ack p

roce

ss

Step 1:Set Realistic Goals and Expectations

The first and most basic step we must take before we can give feedback is to let the

other person know our expectations of him or her. If we have never shared our

expectations, we have no basis on which to base our evaluation or feedback. A

question every manager must ask them-self is, “Did I set up realistic expectations on

which to base by evaluation?”

The following are characteristics of good goals, they must be:

•Specific

•Realistic

•Measurable

•Value anchored

•Written

•And must include Deadlines

If you establish and agree to realistic goals with another person, you will find that,

when you do give feedback to that person, he or she will be more likely to respond to

the feedback and act upon it. It is also less likely that the person will take the

feedback personally. Both parties must be committed to cooperation and a positive

outcome.

The Feedback Process

Fee

db

ack p

roce

ss

Step 2: Be immediate

Once you have mutually agreed upon

expectations, you need to observe the other

person’s behaviour and be prepared to give

positive or negative feedback, depending on the

outcome of his or her actions. If someone has

done a good job, do not just keep quiet: praise

that person for it!

•Feedback can be positive as well as negative and the former can help us tolerate doses of the latter.

•Give feedback as close to the actual event as possible.

•Be short and specific. Select a good time but do not save up your comments until you have a 15-minute litany to

discharge.

•When giving feedback, you should not ask for a complete character change. It is far more effective to address

one trait or performance issue at a time.

•Do not expect changes overnight. You need to be realistic about your expectations. That is why it is so important

to set up mutual goals and be as immediate as possible.

If we wait to give feedback, hoping that someone will change on his or her own, we will probably be disappointed.

When someone does not change, we tend to lash out at the person in frustration, simply because the wish for it

has been on our minds so long. Be aware of the “mind reader’s syndrome”.

The Feedback Process

Fee

db

ack p

roce

ss

Step 3: Be Specific

The Describe, Acknowledge, Specify, Reaffirm (DASR)

concept, or using “I” messages, is one of the best

techniques in giving feedback.

Normally, people have a tendency to use, “you blaming”

statements, such as “You never turn in your monthly

status report on time” or “Why are you always late at our

staff meetings?”

In contrast to “you blaming” statements, we need to take

responsibility to express our feelings and let the person

we are giving feedback to know the effect of his or her

behaviour on us.

An effective formula for giving feedback is the DASR

concept. What we often omit in this formula is the

action-oriented specify step. A part of us

really wants an apology or some kind of

guilt-ridden response from the other

person after we tell him or her how we

feel.

One of the most important steps in

giving feedback is to specify a corrective

action. This allows the person to do

something about the feedback rather

than just defensively reacting to our

expression of negative feeling.

The Feedback Process

Fee

db

ack p

roce

ss

This is how it works:

•Describe: (the exact behaviour you find bothersome) “When you…”

•Acknowledge: (what you really feel about the other’s behaviour or situation) “I feel…”

•Specify: (ask explicitly for a different, specified behaviour) “What I would prefer…”

•Reaffirm: (their worth or ability to correct their behaviour) “I have confidence that

you can do the job correctly”.

Poor Version Better Version

Describe

“You never get the data to me on time”.

“When you turn in the weekly figures on Monday afternoon…”

Acknowledge

“You make me so angry I could scream”.

“I feel frustrated and rushed…”

Specify

“Can’t you get the figures to me on time for once?”

“What I would prefer is that you get the data to me by noon on Mondays so that it can be sent off to Head Office that same day”

Reaffirm

“I appreciate your consistent attention to details and look forward to seeing your figures next Monday by noon. Thanks”

Rules when using DASR

Ru

les w

he

n

usin

g DA

SR Do Don’t

Describe o Describe the other person’s behaviour objectively.

o Use concrete terms. o Describe a specified time, place and

action. o Describe the action not the “motive”.

o Describe your emotional reaction to it o Use abstract, vague terms. o Generalise for all time. o Guess motives or goals.

Acknowledge o Acknowledge your feelings. o Express them calmly. o State feelings positively as related to the

goal. o Direct yourself to the specific problem

behaviour

o Deny your feelings. o Unleash emotional outbursts, o State feelings negatively, making put-

down remarks or attack. o Attack the entire character of the

person.

Specify o Ask for a change in behaviour. o Request a small change. o Specify the concrete actions you want

stopped or performed. o Specify (if appropriate) what behaviour

you are willing to change to make the agreement.

o Merely imply you would like a change. o Ask for too large or too many changes. o Ask for changes in traits or qualities. o Consider that only the other must

change.

Reaffirm o Reaffirm the other’s ability to make the change.

o End on a positive note.

o Tell them your doubts as to their ability to change.

o Send them away concentrating on how you handled the feedback versus what they did wrong.

Suggested Plan of Action P

lan o

f Actio

n

1 Describe the situation and goals/expectations involved

Person……………………………………………………………………

Situational Experience/goals…………………………………………………………

What really happened…………………………………............................................

2 Acknowledge your negative feelings. List what feelings you have about the situation – see

‘vocabulary of negative feelings below’

3 Practise. Write out the feedback and practice saying the actual words you plan to use with a friend

and get his/her feedback.

4 Be immediate. Do not save feedback for a “rainy day”. Once you have been through the through a

situation and the words you plan to use, pick a time and place to delivery the feedback.

When……………………………………….. Where ……………………………………….

5 Be specific. “I” messages – using the DASR concept, outline possible words you can do.

Describe. “When you…I…”

Acknowledge (express). “I feel…”

Specify. “What I would prefer…”

Reaffirm. “

6 Implement your plan.

7. The result: Improved relationships. Remember, when giving feedback in personal relationships,

there is never a single winner in an honest, intimate fight. Both either win more intimacy or lose it.

Guidelines Coaching

Gu

ide

lines

Co

achin

g As a Coach you must prepare for a coaching session by:

Yes No

Reviewing the goals and performance of the person. Arranging an appointment Allotting a minimum of 30 minutes for the session

Removing all distractions (phone, visitors, etc.) from the meeting place

Removing physical barriers between myself and the person (e.g. Not behind a desk)

Preparing what I plan to say and rehearse it. Keep to an agenda.

Preparing specific examples with respect to feedback

If facilitating of learning is required during the coaching session I prepare by: Arranging for all necessary resources to be available. Familiarising myself with what needs to be prepared with respect to the material to be

used. Familiarising myself with the content of the training material.

Finding specific interventions. Preparing documentation with respect to compiling a development plan

Guidelines Coaching

Gu

ide

lines

Co

achin

g

Vocabulary of Negative Feelings

afraid devastated hurt offended

agitated discredited indignant perturbed

annoyed disgusted inferior put down

anxious dismayed insignificant put off apprehensive distressed intimidated puzzled

ashamed down inadequate neglected

belittled embarrassed irked rejected

bewildered enraged irritated resentful bitter exasperated left out seething

bothered exploited let down troubled

burned up furious lonely turned off confused helpless mad uptight disappointed hostile outraged unsure

discouraged humiliated overlooked upset

Below is a list of words that indicate negative feelings.

Guidelines Coaching

Gu

ide

lines

Co

achin

g As a Coach you must do the following during a Coaching session:

Yes No

Put the person at ease by being warm and friendly, using positive body language, lots of eye contact and physically facing the person.

Define the reason for the discussion. Express my concern about the area of performance I feel needs to be improved.

Describe the performance problem or area that needs improvement and define its impact on the person, the unit, the organisation and myself

Acknowledge and listen to person’s feelings. Provide person with information on the necessary growth resources.

Seek the person’s opinion on ways to improve performance. Ask open-ended questions to encourage person’s analysis and draw out specific suggestions.

Make performance expectations and priorities clear. Let the person know that I respect his/her ability to solve problems and develop solutions.

Offer suggestions when appropriate, but build on person’s ideas when possible.

Agree upon appropriate actions (to include in the person’s development plan, if necessary).

Schedule a follow-up meeting to ensure accountability and provide feedback on progress (within ten days). Promise to provide feedback on progress. Give the employee feedback on what he/she has done well (if appropriate)

If facilitation of learning is needed: Explain the relevant training material to the person and answer any questions the person may have on the material.

Make notes to document the session, and develop a record of the corrective action plans and performance improvements.

Guidelines Counselling

Gu

ide

lines

Co

un

sellin

g

As a Counsellor I prepare for a counselling session

by:

Yes No

Reviewing the work goals and performance of the person.

Arranging an appointment Allotting a minimum of 30 minutes for the session

Removing all distractions (phone, visitors, etc.) from the meeting place

Removing physical barriers between myself and the person (e.g. Not behind a desk!) Preparing what I plan to say and rehearse it. Keep to an agenda.

Preparing specific examples with respect to feedback

As a Counsellor I prepare for a counselling session by:

Guidelines Counselling

Gu

ide

lines

Co

un

sellin

g

As a Counsellor I do the following during a

Counselling session:

Yes No

Put the person at ease by being warm and friendly, using positive body language, lots of eye contact and physically facing the person. Define the reason for the discussion if I called the session, or encourage the person to define its purpose. Avoid judgmental words like should, must or ought. Ask open-ended questions about the person’s feelings and thoughts. Summarise the content and reflect the feelings of the person’s message. Summarise key points at the end of a discussion to clarify and seek understanding.

Encourage the employee to identify alternatives to solve the problem or resolve the issue.

Seek the person’s feelings and possible consequences of each of the alternatives.

Avoid expressing my views but remain alert to provide information that may help the person make a decision. Demonstrate empathy for the person and show confidence in his/her ability to solve problems.

Provide support and/or resources when appropriate. Refer the person to E.A.P. if the problem is beyond my scope. Schedule a follow-up meeting to check on progress with person.

Forms of Coaching Discussions

Co

achin

g D

iscussio

ns

A manager or mentor can provide coaching at any of various stages in a subordinates or

protégé’s development (for example, soon after a subordinate has been hired, when the

subordinate faces difficulties or problems or for career enhancement

FORMS OF DISCUSSION OUTCOMES OF DISCUSSION

Counselling discussion

Accurate description of problems and their causes;

Release of strong emotions;

Changes in points of view;

Commitment to self-sufficiency; and

Personal insight about one’s feelings and behaviour.

Mentoring discussion

Development of political savvy;

Sensitivity to the organisations culture;

Increased pro-activity in managing one’s own career;

Commitment to organisational goals; and

Sensitivity to senior management’s likes and dislikes.

Tutoring discussion

Increased technical competence;

Increased technical understanding;

Movement to expert status;

Increased pace of learning; and

Commitment to continued learning.

Confronting discussion

Clarification of performance expectations;

Identification of performance deficiencies;

Acceptance of more difficult tasks;

Strategies to improve performance tasks; and

Commitment to continued improvement.

Phases of Coaching

Ph

ases o

f co

achin

g

One of the goals of coaching is to help the subordinate to grow and develop in the organisation.

Every manager coaches subordinates, either knowingly or unknowingly, in the course of the day-

to-day work.

An effective manager, in a coaching capacity, helps subordinates to become more aware of their

strengths and weaknesses, to improve on their strengths, and to overcome their weaknesses.

By establishing mutuality and providing support as well as the proper emotional climate, a

manager helps subordinates to develop. Mutuality involves working with each individual

subordinate acceptance of each subordinate as a total person – including both strengths and

weaknesses – and encouraging that subordinate with warmth.

Coaching and Discussion Skills

Rapport building R

app

ort B

uild

ing

In the rapport building phase the manager attempts to

establish a climate of acceptance, warmth, support,

openness and mutuality. This is done by adopting the

subordinate’s frame of reference, by listening and

becoming attuned to the subordinate’s problems and

feelings, by communicating understanding to the

subordinate and by expressing empathy for and

genuine interest in the subordinate.

The manager should strive to foster the subordinate’s

confidence so that he or she opens up and frankly

shares perceptions, problems, concerns, feelings, and

so forth. Four basic managerial activities are involved

in this phase: attending, listening, accepting and

exploring

In the opening rituals for a coaching session,

the manager should convey that he or she is

attending to the subordinate and considers

the session important. Generally a coaching

session is held in the manager’s office,

where the manager can engage in certain

behaviours to set the stage properly: offering

the subordinate a chair, closing the door to

ensure privacy, and asking the secretary not

to allow phone calls or other disturbances.

All such rituals must come out of the

manager’s genuine concern for the

subordinate and for the objectives of the

session; most subordinates can tell when

the manager is merely playing the part of

concerned coach.

•Attending

Listening involves paying careful attention to the messages

sent by another person. Consequently, the coaching session

should, if at all possible, take place in an environment that is

free from interruptions so that the manager can concentrate

totally on the situation at hand. The manager must listen for

all messages, what is actually spoken, what is emotionally

given away, what is said between the lines, etc.

The subordinate needs to know that the manager is actively

listening. The manager can demonstrate that he is listening

by:

leaning forward; and

maintaining eye contact

When the subordinate has completed a message, the

manager should paraphrase, mirror, or reflect what was said.

•Listening

Rapport building R

app

ort B

uild

ing

Establishing a climate of acceptance is a necessary part of establishing rapport. The

subordinate must feel that he or she is wanted, that expressing differences in opinion is

acceptable, and that the manager is interested in understanding him or her as a person rather

than simply as a role incumbent. The manager helps the subordinate to develop these feelings

by listening and by paraphrasing, mirroring, or reflecting the subordinate’s message; this

approach makes the subordinate feel understood and valued and assists in building a climate of

acceptance, thereby facilitating the coaching process.

In the exploring phase the manager attempts to help the subordinate better

understand him or her and the performance problem at hand. The subordinate’s

situation, strengths, weaknesses, difficulties and needs are all dealt with. This

phase requires great skill on the part of the manager. During a coaching session

the manager typically asks a number of questions for various purposes:

Obtaining information;

Establishing rapport;

Clarifying; and

Stimulating thinking

•Exploring

•Accepting

Different type of questions

Diffe

ren

t type

of

qu

estio

ns Positive type questions

Positive questions can help rather than hinder in developing a healthy relationship between the

manager and the subordinate and in increasing the subordinate’s effectiveness.

Questions conveying trust

Questions that elicit the subordinate’s help or suggestions can indicate that the manger has faith in the

subordinate.

“How do you think I should deal with this problem?”

Clarifying questions

Clarifying questions are those asked for the purpose of obtaining useful information about performance

issues and problems. This kind of question is frequently asked in connection with paraphrasing,

mirroring, or reflecting what the subordinate has said:

“You’re worried about your lack of knowledge of the new system. Is that so?”

Empathic questions

Empathic questions are those that deal with the other person’s feelings; they are asked for the purpose

of expressing concern rather than finding solutions to problems.

“How did you feel when the shipping department sent the wrong order to the customer?”

Open questions

The most useful questions are those that have no implicit answers; instead, they stimulate reflection

and thinking on the part of the subordinate. Open questions invite the subordinate to be creative in

exploring the various possible dimensions of an issue and to share these ideas with the manager.

Different type of questions

Diffe

ren

t type

of

qu

estio

ns

Investigating

The manager helps the subordinate to investigate various

dimensions of the problem. To discover any related but

previously unidentified issues, and to surface any concerns.

This is done by asking open questions and encouraging the

subordinate to talk more about any issue that he or she

mentions.

Identifying the problem

After investigating, the manager should ask questions designed

to help the subordinate to focus on the specific problem

involved. These questions should both narrow the problem and

generate information about it.

Diagnosing

Investigating and identifying the problem should lead to

diagnosing it. Without diagnosis there is no basis for solving

any problem. Again, open questions are useful:

“Why do you think people are put off when you talk to them?”

“Can you recall occasions when you received full co-operation?

What might account for the co-operation you received on those

occasions?”

“What personal limitations of yours especially bother you?”

Action Planning A

ction

Plan

nin

g

The main function of the manager during searching is to help the subordinate think of

alternative ways to deal with the problem. A number of alternatives may be discussed,

such as training, job rotation, increased responsibility, and role clarification. Generating

alternatives should offer suggestions only after the subordinate seems to have run out of

ideas.

After alternatives have been generated, the manager helps the subordinate to

assess the advantages and disadvantages of each alternative, to raise questions

about the feasibility of the various alternatives, to choose the best alternative, and to

finalise a step-by-step action plan. Both parties should be aware that the action

plan might need to be revised after implementation has begun, depending on

various contingencies that might arise.

The final and crucial stage of coaching is to communicate the intention to provide specific support

to the subordinate in implementing the agreed-on action plan. After considerable discussion the

manager and the subordinate should create a detailed outline of the support to be provided as well

as the system to be used for monitoring the implementation and following it up. After the contract

has been created, the coaching session may be brought to a close

Action Planning

In the action-planning phase the manager and the subordinate jointly plan specific action steps designed to

solve the performance problem and to further the subordinate’s development. Three activities are involved in

the action-planning phase:

•Searching

•Decision-making

•Supporting

•Decision-making

•Searching

•Supporting

Helping and Coaching

He

lpin

g and

C

oach

ing

Coaching entails receiving help as well as giving it.

Unless the mutuality of the helping relationship is

established during the coaching session so that both

parties feel free to ask for and provide help, coaching

cannot be effective. Mutuality is based on trust and the

genuine perception that each party has something

important to contribute. Although the manager is in a

superior position, he or she must demonstrate willingness

to learn and to receive help from the subordinate.

•Establishing Mutuality

The ultimate purpose of coaching is the

systematic and specific identification of a

subordinate’s developmental needs. Once

these needs have been identified, plans can be

made regarding ways to fulfil them.

•Identifying Developmental Needs

•Expressing Concern and Empathy

Helping and Coaching

In a broad sense the entire spectrum of performance

coaching can be seen as helping. However, the

specific task of helping during a coaching session

involves particular activities.

Without demonstrating genuine concern for the

subordinate, the manager cannot provide effective helping

during a coaching session. The manager must be able to

empathise with the subordinate and to reflect this empathy

in the tone of the conversation and the kinds of questions

asked. In the absence of real concern, a coaching

session can degenerate into an empty ritual.

Phases of a coaching discussion

Ph

ases o

f a co

achin

g d

iscussio

n

Phases Rapport Building Counter Productive Behaviours

Rapport Building

Attending

o Observing rituals o Conversing about personal matters o Smiling

- Discussing behaviour immediately

Listening to feelings, concerns, problems

o Indicating physical attention (posture) o Maintaining eye contact o Responding (verbally and non verbally) o Eliminating or excluding telephone calls, noise and

disturbances

- Indicating distraction (paying attention to other things, such as telephone calls) signing letters, talking to others during conversation

Accepting

o Communicating feelings and concerns o Paraphrasing feelings o Sharing own experience

- Failing to respond - Listening passively for a long period

Exploring

Investigating

o Mirroring or paraphrasing o Asking open questions o Encouraging subordinate to explore

- Criticising - Avoiding or hedging

Identifying the problem

o Asking questions to focus on the specific problem o Encouraging the subordinate to explore

- Suggesting what the problem is

Diagnosing

o Asking exploratory questions o Generating several possible causes

- Suggesting the cause

Action Planning

Searching

o Generating alternative solutions o Asking questions about possible solutions

- Advising

Decision making

o Asking questions about feasibility priority, pros and cons o Discussing solutions and jointly choosing one o Discussing an action plan o Establishing a contingency plan

- Directing - Devising an inflexible plan and holding the subordinate to it

Supporting

o Identifying specific help that will be needed o Monitoring o Creating a contract to provide specific support to monitor

- Promising general help

Tips for effective coaching

Tips fo

r effe

ctive

coach

ing

The following are useful tips for effective coaching

On some occasions a subordinate does not ask for

performance coaching, but is, in effect, forced into it.

When coaching is provided without having been

sought, it may be of limited value and frustrating to the

manager as well as the subordinate. In such a situation

the manager would do well to forget about performance

coaching and instead talk to the subordinate about his

or her interest or lack of interest in growth. If the

manager establishes the proper climate, such a

discussion can lead to openness on the part of the

subordinate. However, if the subordinate has serious

difficulty in dealing with the manager, a problem-solving

session should be the first step.

Make sure that the subordinate is willing to learn

from and through coaching

Sometimes subordinates are so loyal and their

manager so protective that they become totally

dependent on the manager. From time to time

every manager should reflect on whether he or

she is unintentionally fostering this kind of

relationship. It is important to allow subordinates

to make their own decisions and thereby increase

their autonomy. The same principle holds true in a

coaching situation: the subordinate should bear

the main responsibility for determining what action

to take.

Encourage the subordinate to function

independently

Tips for effective coaching

Tips fo

r effe

ctive

coach

ing

If the subordinate does not understand the purpose

nor has unrealistic expectations, he or she may not

receive the manager’s message in the proper

perspective. If it is obvious that the subordinate has

some misunderstandings, it is a good idea to spend

the first session addressing them; then another

session can be scheduled for the actual coaching

effort

Make sure that the subordinate understands

the purpose of the coaching

One argument is sufficient to make

both the manager and the subordinate

defensive. The manager should try to

accept everything the subordinate

says and build on it. Acceptance is

the best way of helping the

subordinate to achieve self-

realisation.

Minimise arguments

Good coaching sessions will ultimately fail to produce effective results if follow- up is inadequate. When the

manager follow up through informal exchanges, this approach goes a long way toward communicating interest in

the subordinate. When the manager fails to follow up, the subordinate may feel that the coaching was artificial and,

consequently, may lose interest in improving the performance at issue.

Ensure adequate follow-up

Coaching Planner

Co

achin

g P

lann

er

COACHING PLANNER FOR:…………………………………………………..

NAME:…………………………………….. DATE:………………………………………..

DESCRIBE CURRENT BEHAVIOUR

Describe the behaviour that you would like to address.

IDENTIFY ALTERNATIVE BEHAVIOUR

Describe the behaviour that you would like to see, being

as objective as possible.

IDENTIFY THE SITUATION

Identify and describe the situation(s) under which the

behaviour you would like to address occurred.

DESCRIBE IMPACT AND CONSEQUENCES

Describe the impact of the current behaviour. List possible

consequences.

For each quadrant certain conditions apply. They are:

DESCRIBE CURRENT BEHAVIOUR

Be specific;

Be descriptive;

Be brief;

Be open;

Be patient;

Be prompt; and

Be sensitive to time and place.

IDENTIFY ALTERNATIVE BEHAVIOUR

Be encouraging;

Offer ideas;

Be creative;

Be part of the plan; and

Be optimistic.

IDENTIFY THE SITUATION

Be factual; and

Provide examples.

DESCRIBE IMPACT AND CONSEQUENCES

Be precise;

Be objective; and

Be supportive

Mentoring M

en

torin

g

Mentorship has been described by many

as the ultimate state of contribution to

the growth and development of others.

Within the working environment,

mentorship is the process whereby a

person directs and develops another

person called the protégé. Mentorship

can be defined as:

A Mentor is a person who oversees the career and

development of another person, usually a junior,

through teaching, counselling, providing

psychological support, protecting and at times

promoting or sponsoring.

A structure and series of processes designed to create an effective mentoring

relationship, guide the desired behaviour change of those involved, and evaluate

the results for the protégé’s the mentors, and the organisation with the primary

purpose of systematically developing the skills and abilities of the less-

experienced members of an organisation

OR

Tri-Mutual Benefit Paradigm

Situatio

nal

Lead

ersh

ip MENTORSHIP PARADIGM

Reasons why you believe a mentorship program is important to your

organisation are:

•The need to legitimise the South African workforce in terms of reflecting the

demographics of South African society at all levels within the organisation;

•The requirements of the Employment Equity Act which places pressure on

organisations of all sizes to eradicate all forms of unfair discrimination and to provide

for the accelerated training and promotion of individuals from historically

disadvantaged groups;

•The impact employment equity has on the organisation’s strategic plan;

•The need for leadership;

•Awareness of the needs of an increasingly diverse workforce; and

•The need for succession planning and management development.

Why is Mentorship important?

Wh

y is m

en

torsh

ip

imp

ortan

g

Mentors perform the following functions and roles:

•act as a source of information on the mission and goals of the organisation;

•provide insight into the organisation’s philosophy of human resource development;

•teach specific skills, effective behaviour and how to function in the organisation;

•provide feedback on observed behaviour;

•coach activities that will add to experience and skill development;

•serve as a confidante in times of personal crisis and problems; and

•assist the protégé

•provide insight into the organisation’s philosophy of human resource development;

•teach specific skills, effective behaviour and how to function in the organisation;

•provide feedback on observed behaviour;

•coach activities that will add to experience and skill development;

•serve as a confidante in times of personal crisis and problems; and

•Assist the protégé in plotting a career path.

Mentor Relationship Levels

Me

nto

r R

elatio

nsh

ip

Leve

ls

It is possible to categorise

mentorship into three pillars,

each pillar consisting of four

levels.

MENTORSHIP RELATIONSHIPS

Level Mentoring Activity Benefit for Protégé Mentor Investment

1 Teaching Critical Skills Time

2 Personal support Support Emotional

3 Organisation Intervention

Protects protégé Relationships

4 Sponsoring Supports promotion Own reputation

Level I – The Teaching Functions

Me

nto

rship

Le

vel 1

Teaching the job

The mentor imSales a feel for the job,

knowledge of the skills needed to perform it,

and information on trends in the field. The

mentor also shows the protégé the best

methods for managing people in the

organisation and the importance of support

from below.

The mentor transfers information about non-skill

aspects of organisational life: politics, the

personalities of corporate managers, and the

correct presentation of self. In general, the

mentor transfers “state secrets” to the protégé –

information about corporate finances and other

classified data

Drawing the organisation

The mentor provides the protégé with a picture of the career paths

available inside and outside the corporation. This often involves

redirecting the protégé from his chosen path especially into a field

more suited to the protégé’s skills.

Career Guidance

Level II – The Personal Support Function

Me

nto

rship

Le

vel II

Mentor helps protégé overcome pressures and

strains accompanying transition to positions of

greater responsibility. Accentuates positive factors of

new position. ImSales a sense of perspective.

Psychological Support

Through various attitudinal and behavioural mechanisms, mentor builds protégé’s sense

of confidence. If in a position to do so, allows protégé to assume greater responsibility.

Confidence Building

Mentor helps protégé deal with family pressures,

personal dilemmas, and conflicts that interfere

with job performance

Assistance with personal life

Level III – Organisational Intervention

Me

nto

rship

Le

vel III

Mentor provides support environment around protégé by

intervening in conflicts and situations that endanger

protégé’s organisational advancement. Protégé’s

careers are often negatively affected by weak or

threatened supervisors, requiring mentor intervention.

Mentor can also mitigate negative career effects of

merger, reorganisations.

Protection

Mentor advertises protégé’s good qualities to senior

management. Helps protégé gain visibility at in house

interfaces and outside meetings. Protégé does not seem

self-aggrandising or self-promoting.

Marketing the Candidate

Mentor utilises his position to make available to protégé

money, resources, and supply and communication lines that

would ordinarily be unavailable to a junior member.

Access to Resources

Level IV – Promotion techniques

Me

nto

rship

Le

vel V

o Increase of title.

o Expansion of function.

o Manipulation of political factors

Direct

o Getting protégé admission into in-house training programs

o Helping protégé gain admission into key management programs.

o Helping protégé obtain prestige appointments on trade periodicals,

professional journals.

Indirect

Mentorship Process

Me

nto

rship

P

roce

ss

IDENTIFY

MENTORS

IDENTIFY

PROTEGÉ

Right

Mentor

Right

Mentor

MATCH

MENTORS &

PROTEGÉ

TRAIN

MENTORS

& PROTEGÉ

DEVELOPMENT PLANS

ARE DISCUSSED &

FORMULATED

REGULAR

FEEDBACK

DISCUSSIONS

ARE

CONDUCTED

Mentorship Process

The mentoring process is based on the

elements of the training and development

strategy of the organisation. There are

four phases in implementing a mentoring

program.

Phase 1: Identification of Mentors and Protégés

Ph

ase 1

: Id

en

tification

STEP ACTION DETAIL

Step 1

Mentor candidates identified

The goal is to have an adequate pool of mentors to make appropriate matches with protégés. Alternatively, mentors may be nominated by protégés. Voluntarism indicates interest in the program and a willingness to act as a committed mentor.

Step 2

Mentor candidates screened

Mentor candidates should be screened using a combination of interviews and assessments. Each potential mentor is interviewed to determine commitment to the process and identify specific behavioural skills required for his/her role. Mentors require specific attributes and skills to carry out their role effectively: strong interpersonal skills; good organisational knowledge; excellent leadership skills; technical competence; willingness to be responsible for the growth of a colleague; ability to share credit; and patience and risk taking

Step 3

Protégé candidates

identified

The program should ultimately be open to all staff members. Protégés can either volunteer to participate in the Mentorship process, or line management can nominate the. Typical requirements of a protégé include: a willingness to assume responsibility for his/her growth and development; a protégé should be goal oriented; actively seek challenging assignments and greater responsibility; and Protégés need to be receptive to feedback and coaching.

Step 4 Protégé candidates screened

A similar process of screening to that of the mentor should be considered. The protégés are interviewed to determine commitment to the process as well as being assessed.

Phase 2: Matching Mentors and Protégés

Ph

ase 2

: M

atchin

g

Phase 2: Matching Mentors and Protégés

The primary objective of this phase is to match every protégé with his/her first or

second choice of mentor. The matching process involves considering the following

steps:

•The specific area in which the protégé wants to be developed. A matrix is compiled

to determine skills that can be matched to mentors.

•However, the most important matching criteria would obviously be compatibility

between the protégés development goals and the mentor’s knowledge, skills and

experience in the requisite area

Phase 3: Training of Mentors and Protégés

Ph

ase 3

: Train

ing

Training Focus Points

Mentor Skills

Active listening

Role clarity/expectations

Interpersonal negotiations

Leadership/delegating

Conflict resolution

Teaching

Giving feedback

Coaching/counselling

Role modelling

Successor ship planning

Motivating others

Fostering creativity

Training Focus Points

Protégé skills

Active listening

Role clarity/expectations

Interpersonal negotiations

Conflict resolution

Effective learning

Receiving feedback

Self-appraisal

Communications

Leadership/influence

Assertiveness

Independence

Phase 4: Development Contracts

Ph

ase 4

: D

eve

lop

me

nt STEP ACTION DETAIL

Step 1

Agreement negotiated

A clear agreement is an essential foundation of a good

mentor/protégé relationship. The agreement should include:

confidentiality requirements;

the duration of the relationship;

he frequency of meetings;

the time to be invested in mentoring activities by each

party;

the specific role of the mentor; and

the skill/learning requirements of the protégé

Step 2

Development plan executed

The protégé and mentor then work through their

development plan as negotiated in their agreement. This step

is the core of the mentoring process and continues as long

as the protégé requires assistance

Step 3

Periodic meetings/ intervention

Programs

Most mentor and protégés meet for performance planning,

coaching and feedback sessions. The frequency of these

meetings depends on the nature of the relationship. Six

monthly intervention programs to assess relationships

between the three parties are recommended in order to

ensure that areas of concern are constructively managed

and that learning about the process is ongoing.

Factors to Consider when Implementing a Mentoring Programme

Factors to

co

nsid

er

•Senior management support. This is most actively

demonstrated where senior management actually takes on

protégés, thus acknowledging the importance of the mentorship

intervention.

•Implement mentoring as part of the human resource strategy

rather than in isolation.

•Voluntary participation of mentors and protégés is critical and

assists in ensuring commitment.

•Ensure that mentors have the expertise, power and resources

(especially time!) to assist protégés to develop.

•Train the mentor in appropriate knowledge and skills; make

sure the mentor understands his/her role.

•Ensure that the mentor and protégé spend sufficient time

together. Make mentoring part of their job, rather than an

addition to it.

•Monitor and evaluate the program on a continual basis and be

prepared to intervene in relationships that are deteriorating.

•Recognise and reward the contributions of a mentor.

•Vow for flexibility within the program.

•Respect the natural dynamics in the relationship and allow

them time to mature.

•Ensure that the protégés receive training on mentoring skills

and establish realistic expectations for the program.

End En

d

This concludes the e-learning module for developing the Sales Team

Thank you for your participation