Coaching for Outstanding Performance April 2004

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Coaching for Outstanding PerformanceApril 2004
MicroSaveMarket-led solutions for financial
services

• Lisa Parrott

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Coaching MicroSave Style

• We will look at the following
• What coaching is
• Difference between coaching, training and
  mentoring
• Key principles of coaching
• A coaching framework
• We will consider
• How to apply this to our work at MicroSave
• How to improve our coaching skills

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What do we mean by coaching?

• Coaching is a much misunderstood subject. In
  fact, we often believe the following myths when
  we hear the word coaching
• Everythings fine we dont really have any
  problems and so we dont need any coaching
• Im not a manager or team leader so I dont have
  anyone to coach
• I dont have time to coach
• I cant coach Ive no expertise in the subject
  matter
• I went to a course about this, but then it was
  called feedback. Thats all coaching really is
• This is just a fancy new name for what Ive been
  doing for years training people!

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Question for reflection Which of these myths do
you think of when you are asked to coach someone?
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Business Definition of Coaching

• In a business context coaching means improving
  performance at work, by turning things people do
  at work into learning situations, in a planned
  way, under guidance.

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In short, coaching is about

• Building up peoples skills and confidence, often
  on a one-to-one basis.
• Helping people get to the level at which they are
  required to perform.
• Bringing about improvements at work especially
  where a change in performance is required.

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Question for reflection Who are you being asked
to coach and what improvements do you expect to
see?
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Coaching, Mentoring and Training Whats the
difference?
Coaching is a process that guides and manages
people to succeed in their work. The person
being coached is provided with assistance in
solving a problem or doing something better
through direct discussion and guided activity.
The focus is on drawing out an individuals
potential. Training is a structured process
that provides people with the knowledge and
skills to perform job tasks. The focus of
training is on the subject matter, not the
individual. Mentoring is a relationship
providing guidance, support and practical help
through life crises or into new stages of
professional development. A mentor is often an
older person who shares some of their wisdom with
someone younger and focuses on transferring their
ideas to the person being mentored.
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Specifically, what do we do differently?Training
and Coaching
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Key Principles of Coaching (1)

• A coach
• Builds up a special relationship where people are
  treated as equals
• Learns from failure, or what went wrong, as well
  as success
• Gets results by facilitating practical
  experiences rather than simply talking
• Empowers others by sharing skills and
  experience as well as values
• Plans an on-going relationship rather than a
  one-off event.
• Coaching is the key to creating a more open
  organization, one that values people their
  skills, ideas and contribution and genuinely
  seeks to empower individuals. To be effective
  coaching must happen at every level in the
  organization.

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Key Principles of Coaching (2)

• A coach thinks and operates in a way that
• Lets go rather than wants to be in control
• Shares knowledge rather than keeps it private
• Adopts an open style with others by being
  available
• Involves people rather than keeps them at a
  distance
• Encourages others to go beyond their current
  levels of abilities
• Is a partnership

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Question for reflection What is the most
difficult principle of coaching for you to follow?
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A Coaching Framework (1)
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A Coaching Framework (2)
There are many frameworks for coaching. In this
framework, you will want to continually cycle
through the steps as you coach someone to
outstanding performance.

• Establish competence before coaching someone an
  assessment of their knowledge is needed to see if
  additional training is necessary in the subject
  manner. Find out what people are currently doing
  or have tried what competency do they already
  have? Coaching is of little use when a person
  needs to improve their performance by acquiring
  knowledge coaching cannot tease out what is not
  there.
• At MicroSave we provide SSPs and YEPs with
  training in a toolkit, then we coach them through
  an exercise in the field with ARPs. Likewise,
  you may need to first train a colleague how to
  perform a specific task, then coach them as they
  practice and master the given skill as it applies
  to their job.

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A Coaching Framework (3)

• Agree on learning objectives to get the most
  out of coaching, it is important to agree on the
  learning objectives. The more specific and
  observable the objectives are, the easier it is
  to measure success in achieving them. Note,
  however, that objectives though technically
  correct can fail to excite and enthuse those on
  the receiving end. The secret to getting
  outstanding performance is for the coach to
  create a compelling vision for people to buy in
  to.
• For the SSP and YEP programmes we are developing
  a list of knowledge, skills and attitudes we want
  certified service providers to have for each
  toolkit. These provide a guide for the coach in
  knowing what to develop in the people they work
  with. Likewise, the person being coached knows
  what is being asked of them for each toolkit.

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Question for reflection How do you create a
compelling vision of the performance you expect
in those you coach?
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A Coaching Framework (4)

• Create the opportunity translating knowledge
  into practice and developing the skills and
  attitudes necessary for your work requires an
  opportunity to perform. People need the
  opportunity to actually go and do something.
  Coaching requires that you give the learner
  freedom to try things on their own.
• When working with Action Research Partners we
  provide an opportunity for them to develop
  through a practical exercise on-site at their
  offices. We can coach them as they practice
  using the knowledge they gained in training.
  Rather than doing the work for them, we want to
  coach them through the process so they are able
  to do it on their own.

• Coaching tip It is challenging to relinquish
  control to someone who is learning. The
  temptation is to jump in and take over, and show
  the person what to do. But dont. Instead, let
  the learner think for themselves. Afterwards ask
  questions to help them reflect on their
  decisions
• Why did you do it that way?
• Whats worked. What hasntand why?
• What other ways?
• How could you?
• What else could you try next time?

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A Coaching Framework (5)

• Give feedback Feedback is making people aware of
  what they are doing and the effect that its
  having. Its a valuable way of learning,
  especially in a coaching situation where youre
  trying to increase the learners chances of
  success. Remember that you can give feedback on
  whats working and what is not. The main point
  is to make it relevant and useful. If you fail to
  give useful feedback an important component of
  learning is lost.

• REMEMBER
• Giving feedback is about providing plenty of
  reassurance and appropriate praise.
• Take care not to de-motivate people or revert to
  simply telling them how to do things.
• Put yourself in their shoes and try to appreciate
  what they might be feeling and the difficulties
  they may be having.
• Once they are armed with the feedback, you may
  want to have another go.

• When giving feedback
• First ask the learner what they feel is going
  well, or what they want to work on.
• Focus on behaviour that you observed, I saw you
  doing
• Describe what you see happening, I notice
  that, but dont sit in judgment
• Share ideas, what if you tried.?
• Explore alternatives, how could you.what other
  waysetc
• Try to provide 3 positives for every improvement
  you suggest

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A Coaching Framework (6)

• Review learning as a coach youre trying to help
  the learner
• Check progress against their objectives
• Make sense of what they have learnt
• Improve based on the feedback you provided
• Set higher objectives if necessary
• Have the confidence to do it themselves without
  your help
• When you review the learning, the key question
  is what will you do, rather than what can you do.
• At MicroSave we review the learning of SSPs and
  YEPs after we have coached them in order to
  certify them in the toolkit. We look for
  additional opportunities to strengthen their
  skills or improve their ability to represent our
  toolkits.

• REMEMBER TO USE QUESTIONS
• So, where are we?
• What have we learned so far?
• How do you feel about it?
• How might we apply this to ?
• How confident do you feel?
• What other help might you still want?
• What are you going to do now?

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How can we use coaching at MicroSave?
Its simple . We either get used to thinking
about the subtle processes of learning and
sharing knowledge in dispersed, transient
networks or we perish. Tom Peters 1994

• We have several coaching opportunities
• Senior Service Providers
• Young Executives
• Colleagues at the Action Research Partners
• Fellow staff in the office

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Question for reflection Who are you being asked
to coach at MicroSave and what improvements do
you expect to see?
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How can we improve our coaching skills?

• There are several key coaching skills that
  encourage outstanding performance from those we
  coach
• Building rapport
• Questioning
• Observation
• Listening
• Learning how to learn
• We can also develop a coaching style that can be
  adapted to different coaching relationships.

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Improving our coaching skills (1)Building rapport

• Coaching is built on the basis of creating and
  maintaining relationships (you dont have to like
  people, but it certainly helps). The success of
  these relationships depends on building rapport,
  or getting your behaviour in harmony with others.
• How do you do it?
• Take care to avoid giving body signals showing
  disapproval of their actions
• Try to put them at ease
• Smile and use humour when appropriate
• Share similar experiences
• Work to gain their confidence
• Use the name that they prefer

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Improving our coaching skills (2)Questioning

• You need information to help you find out where
  the person is coming from, what they have tried
  and what works. Good information will increase
  your chances of providing appropriate help. You
  need to be skilled at asking/using questions.

• How do you do it?
• Use open questions to prompt a complete response
  or build a discussion. Some examples
• What have you tried?
• Why did you do it that way?
• Whats worked what hasnt why?
• What other ways ?
• How could you ?

TECHNIQUES Blockbusting When you are looking for
more precise information, eg. What exactly have
you tried? Challenging Questions to people who
make generalisations, eg. It always happens
Always? It never works Never? Testing
understanding When you want to understand
whether a contribution has been understood, eg.
Can we just check that were talking about the
same thing? Summarising Restating in a compact
form what has gone before, eg. So what youre
saying is that youve tried?
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Improving our coaching skills (3)Observation

• To be a skilled coach you may well have to change
  the way you look at both people and situations.
  We often put individuals in boxes (form judgments
  about their abilities, potential and
  personalities) and fail to spot situations where
  coaching may be appropriate. Many of us watch,
  but we do not see.
• How do you do it?
• Take in the overall picture standing back may
  help, as will seeing it from different
  viewpoints literally move around
• Look out for sequences in which people do things,
  or for patters of behaviour
• Pay attention to any non-verbal signs/cues whilst
  youre talking to people or watching them carry
  out a job, and as a result
• Look to see if any patterns of behaviour emerge
  that you can provide feedback on

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Improving our coaching skills (4)Listening

• If as a coach you want to come across as
  credible, gain peoples respect, encourage them
  to have confidence in themselves, then you must
  listen and understand them. We typically hear
  what we want to hear, fail to put ourselves in
  others shoes, think we know what people are
  talking about or already listen (make up our
  minds before we hear what someone has to say).
• How do you do it?
• Pay attention and show interest (dont only
  listen to the words, but try to pick up the
  emotions behind them)
• Reflect back what you think they are saying
  (remember to test your understanding and
  summarise)
• Match the behaviour to the speaker think rapport
• Avoid distractions dont look bored
• Keep your mouth shut and dont speak until they
  are finished

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Improving our coaching skills (5)Learning to
Learn

• Learning to learn is about capturing the lessons
  from everyday experiences, good or bad. We need
  to look for the key opportunities when others can
  experience the ah-ha moment.
• How do you do it?
• A coach must understand that effective learning
  only happens if people are able to
• Involve themselves in actual experiences
• (an activist learning style where people are
  prepared to have a go)
• Stand back, observe and consider whats happened
• (a style known as reflector)
• Create abstract concepts and generalisations as a
  result
• (theorists who try to understand why things are
  done in a particular way)
• Actively experiment and try out ideas
• (pragmatists who are interested in putting the
  learning into practice)

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Improving our coaching skills (6)Learning to
Learn Four Styles

• Often because we learn best in a certain way, we
  assume that this will also work for others. Few
  people develop all learning styles equally well.
  However, the role of the coach is to help people
  through each stage of learning.

Activist
THE CHALLENGE IS TO GET THE Activists - to stand
back and make sense of what they have
learnt Reflectors - to have a go, not simply
watch others or engage in discussion Theorists -
to try things out before being given the chance
to ask questions Pragmatists - to experiment with
how to do things prior to being taught techniques
or shortcuts
Pragmatist
COACH
Reflector
Theorist
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Improving our coaching skills (6)Developing a
coaching style

• You have to adopt a style that is suitable both
  to the situation and the people concerned.

Coach's involvement
Learner develops
A good coach moves up and down the continuum as
appropriate.
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Potential coaching pitfalls (1)

• We hope the coaching relationship will go well,
  but occasionally we face problems. The following
  situations should be considered before you begin
  coaching, and referred to when you find it
  happening
• MISUNDERSTANDING
• You realize that what you think you have said has
  not been heard.
• What should help
• Ask Can I test your understanding of what Im
  asking you to do
• Break down what you want into bite size chunks
  and go over the subject again
• What would not
• Telling them to pay attention and start listening
• Being aggressive and start to lecture
• Saying what you have said already

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Potential coaching pitfalls (2)

• LECTURING
• Half way through a coaching session you find
  yourself lecturing/telling
• What should help
• Check for their level of understanding
• Ask for a view or opinion
• Ask what if what I just said is wrong?
• What would not
• Continuing to lecture/tell
• Closing the discussion down
• Abruptly asking a question

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Potential coaching pitfalls (3)

• INSUFFICIENT TIME
• You have a busy schedule and only 30 minutes to
  coach one of your staff regarding a mistake that
  was made
• What should help
• Allocate 30 minutes and avoid interruptions
  (phone, etc)
• Do it soon after the mistake was made
• Avoid making the other person feel guilty
• What would not
• Using the 30 minutes to tell them where they have
  gone wrong and how to put it right
• Asking too many questions and running out of time
• Leaving the session with no agreement

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Potential coaching pitfalls (4)

• NO IMPROVEMENT
• You have had several coaching sessions on a
  particular issue and there is still no change in
  performance
• What should help
• Ensure that you have a clear understanding of the
  area for improvement
• Review those aspects of their performance that
  are going well/not so well
• State the area that you want to improve and ask
  for their suggestions/ideas
• What would not
• Ignoring previous sessions as if they hadnt
  happened
• Getting angry at the individual
• Simply walking away in frustration

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Potential coaching pitfalls (5)

• HARPING BACK
• Instead of focusing on future performance you
  find yourself bogged down in the past (history)
• What should help
• Acknowledge that the past has a part to play
• Establish/identify why the past is so important
• Link the past with the future in a positive way
• What would not
• Telling the person that the past is the past and
  is not important
• Talking about your past and becoming embroiled in
  nostalgic trips down memory lane
• Arguing that you past was better/more important

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Potential coaching pitfalls (6)

• RELUCTANCE
• One member of your staff does not want to make a
  presentation to directors. You believe only they
  can make it and that it will be important for
  their development.
• What should help
• Find out whether the anxiety relates to skills,
  confidence or content
• Offer support and encouragement
• Give them a simple process to follow when
  presenting
• Explain why youd like them to do it, and how it
  might help develop their skills, confidence and
  reputation.
• What would not
• Telling them that itll be OK and that everybody
  gets nervous
• Assuming that you know why they are reluctant
• Concentrating on content when skills or
  confidence are the problems
• Doing it for them without trying to convince them

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Finally .

• Putting it all together, we want to remember that
  coaching is all about improving performance, by
  turning things people do at work into learning
  situations, in a planned way, under guidance.

We have looked at a framework for coaching
We know we can be stronger coaches by Building
rapport, Questioning, Observation, Listening and
Learning how to learn
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Question for reflection What are three things
you will do differently after reading through
this presentation to become a better coach?
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MicroSaveMarket-led solutions for financial
services

• Shelter Afrique Building, Mamlaka Road, P.O. Box
  76436, Nairobi, Kenya
• Tel [phone]
• Fax [phone]
• Email info_at_MicroSave.org
• Website http//www.MicroSave.org