AIM LEADING BY GOING THE DISTANCE No ve mb e r 28 Sta rb o a rd L e a de rship Co nsulting L a ura Mitc he ll lm@ sta rb o a rdle a de rhip.c o m
ACTIVITY: PARTNER OR GROUP SHARE • Sha re with yo ur pa rtne r o r g ro up – T he b e st c o a c h yo u’ ve e ve r ha d a nd why.
EFFECTIVE MANAGEMENT Tasks Goals Delegate work and Maximize what each roles/responsibilities employee has to offer While earning their Create motivating loyalty environments And building their Coach employees up ownership and Build cohesive, excitement for the effective teams work and results of Manage sideways and the company up
Ow nership for results
DELEGATION CYCLE T o da y’ s F o c us F a lls Within # 4 F o llo w up to pro mo te Ac c o unta b ility a nd L e a rning : Co a c hing Up
Clear and high Expectations High Bar = the behavioral expectations you collectively agree on are critical to being smart High Bar and healthy This gap = your culture differentiator and the source of most managerial challenges Low Bar Low bar = the minimum threshold for acceptable behavior (below which employment termination is an easy decision)
FOCUS FOR SPURWINK TODAY Re te ntio n and de ve lo pme nt o f te am playe rs at Spurwink.
GOOGLE STUDY ON COACHING T he sing le mo st impo rta nt diffe re ntia to r b e twe e n g o o d a nd g re a t ma na g e rs? “Be a g o o d c o a c h.”
5 MINI-LESSONS OF THE DAY 1. Wha t is Co a c hing Up 2. Why Co a c h E ve n Whe n Yo u Are Busy 3. Pre re q uisite s to Co a c hing 4. Wa ys to Co a c h 5. E nding the Co a c hing Se ssio n & Wha t Ha ppe ns Afte rwa rd Resource for this presentation and handouts: 1. Harvard Business Review Guide & Tools for Coaching Employees 2. Starboard Curriculum
1. WHAT IS COACHING Modeling Goals Progressive Delegation Heightened Feedback Perform ance Training & Education Motivation Engagem ent Alignm ent I ncreased Ability
WHAT IS COACHING “Asking que stions that he lp pe ople disc ove r the answe r s that ar e r ight for the m.” “Asking que stions that he lp e mploye e s fulfill the ir own imme diate r e sponsibilitie s mor e e ffe c tive ly and advanc e the ir pr ofe ssional de ve lopme nt ove r time .” Leader Answers
2. WHY COACH – EVEN WHEN BUSY Yo ur be st r e so ur c e is yo ur te am. De ve lo p the m to pe r fo r m at the ir pe ak. Yo u c an’t do mo r e , but by building yo ur te am, yo ur te am c an ac hie ve mo r e . • Yo u b e lie ve it will he lp ac hie ve b usine ss g o als. • Yo u e njo y he lping pe o ple . • Yo u e njo y making c o nne c tio ns. • Yo u are c urio us – what’ s happe ning , what are the g aps, what are the c halle ng e s. Yo u ask lo ts o f q ue stio ns.
GOOGLE STUDY ON COACHING Higher Frequency Coaching is Needed • We e kly o r mo nthly vs. a nnua lly • Annua l pe rfo rma nc e re vie w = hig h a nxie ty a nd g o a ls c ha ng e mo re fre q ue ntly • I nc re a se le a rning with time ly fe e db a c k • Sta ff will e ng a g e mo re a nd a sk fo r he lp if o ffe re d info rma lly • Ne e d to re info rc e e ffe c tive pe rfo rma nc e o ng o ing
HOW COACHING COMPARES TO OTHER EMPLOYEE MEETINGS Harvard Business Review Guide & Tools for Coaching Employees
ACTIVITY 1: COACHING & DiSC Gro up sha re : 1.Re a d yo ur DiSC style ’ s a ppro a c h to de ve lo ping sta ff – p. 17 o f yo ur E ve rything DiSC pro file . 1. Wa s a nything ne w o r 2.I de ntify 1 e mplo ye e yo u ma na g e diffe re nt fro m wha t yo u tha t ne e ds to b e c o a c he d up to a lre a dy kno w? Or do e s me e t hig he r e xpe c ta tio ns - it re info rc e so me thing b e ha vio r/ pe rfo rma nc e wise . yo u a lre a dy kne w? 3.Use the pe o ple re a ding me tho d to 2. Wha t mig ht yo u do ide ntify the style o f the e mplo ye e . diffe re ntly mo ving 4. Use p. 18-21 (de ve lo ping o the rs) fo r fo rwa rd to c re a te a insig ht o n yo ur e mplo ye e ’ s style . mo tiva ting e nviro nme nt 5. F ill o ut the Ac tio n Pla n fo r a nd c o a c h this De ve lo ping tha t E mplo ye e . e mplo ye e ?
3. PREREQUISITES TO COACHING A. T rust B. E mo tio na l inte llig e nc e C. I nte g rity D. Co ura g e E . Ca re F . Gro wth mindse t G. Ra ppo rt=Pe rmissio n to Co a c h H. Ro le c la rity
A. BUILDING TRUST A. Ask q ue stio ns: – Wha t a re yo ur c a re e r o b je c tive s? – Wha t skills do yo u wa nt to a dd? E xpe rie nc e s? – Ho w c a n we sta rt mo ving yo u to wa rd tha t? – Ho w do yo u think I c o uld he lp yo u suc c e e d? – Also a b o ut the ir pe rso na l life ! B. L iste n C. F o llo w thro ug h o n wha t the y a sk fo r
BUILD TRUST D. T e ll Yo ur E mplo ye e s Ho w Yo u L ike to Wo rk (DiSC) a nd ho w the y c a n wo rk e ffe c tive ly with yo u – “I ra ise to ug h issue s up fro nt a nd dire c tly”, so “I f yo u fe e l my re spo nse is b lunt o r dire c t, re a lize tha t it’ s a b o ut the issue , no t a b o ut yo u pe rso na lly.” – “I ’ m a mo rning pe rso n”, so a vo id sc he duling me e ting s whe re I ha ve to ma ke a b ig de c isio n a fte r 3 pm.” Ada pte d fro m “Do Yo u K no w Ho w E a c h Pe rso n o n Yo ur T e a m L ike s to Wo rk? ” b y Sa b ina Na wa z
B. EMOTIONAL INTELLIGENCE
C. INTEGRITY
D. COURAGE A. T o fa c e the truth a nd e xpre ss it B. T o re ly o n o the rs C. T o ma ke de c isio ns in risky o r unc e rta in situa tio ns D. T o wo rk o utside o ne ’ s c o mfo rt zo ne E . T o impo se rig o ro us sta nda rds F . T o b e huma n (a s o ppo se d to supe r huma n) G. T o intro duc e te nsio n H. T o disrupt the sta tus q uo
E. CARE
F. GROWTH MINDSET Growth mindset F ixe d mindse t • Qualities set in • Qualities are stone malleable • Must be perfect • Continuously learning • Fear of failure • Willing to try “Not Yet”
F. GROWTH MINDSET EXAMPLE Trait Process Com plim ents Com plim ents “You’ve done that “You are so smart.” well.” Effect on thinking Evokes a fixed Evokes a growth mindset mindset Evokes a sense of Evokes a sense of Effect on feeling pride and satisfaction pride and satisfaction • Avoiding challenges • Taking challenges • Less effort • More effort Effect on • Less endurance • More endurance behavior • Defensive response • Learning from to failure mistakes Adapted from 2011, Coert Visser, www.progressfocused.com/2011/06/developing-growth-mindset-how.html
G. ROLE CLARITY Wimpy Assertive Tyrannical Avoidance Yelling Direct Indirectness Defensiveness Calm Masking indecision Passive-aggressive Open as consensus criticism building Fair Unreasonable Overfriendliness demands Comfortable in charge
H. RAPPORT CREATES PERMISSION • Building trust • De mo nstra ting e mo tio na l inte llig e nc e , inte g rity, c o ura g e , c a re a nd a g ro wth mindse t • Be ing dire c t, c a lm, fa ir, o pe n, a nd c o mfo rta b le in yo ur ro le a s a ma na g e r • L iste ning with q ua lity
ACTIVITY 2: PREPARING TO COACH Re c a ll the pe rso n/ pe o ple yo u think ne e d c o a c hing GROUP SHARE : 1. Co nside r wha t yo u ne e d to do to pre pa re to c o a c h this e mplo ye e – Do I ha ve DiSC style / mind se t b ia se s to le t g o o f? – Wha t stre ng ths will I b ring to this? – Wha t will b e mo st c ha lle ng ing a b o ut this? – Ha ve I la id the fo unda tio n with the pre re q uisite s?
4. WAYS TO COACH 1. Use re g ula r, sc he dule d, o ne -o n-o ne c he c k ins. 2. E nc o ura g e pe e r to pe e r c o a c hing 3. Cre a te me nto ring pa rtne rships. 4. T a p into the po te ntia l within e ve ryo ne . 5. Suppo rt da ily le a rning a nd de ve lo pme nt a c tivitie s 6. Se e k fo rma l tra ining .
WAYS TO COACH: SCHEDULED Mo re tha n “Ho w’ s it g o ing ? ” • Struc ture d, sit-do wn me e ting s • I nitia te d, le d, a nd c o ntro lle d b y the ma na g e r • Ab o ut wo rk c o nduc te d o ve r time , no t o ne e ve nt o r pro je c t • Disc ussio n a nd re vie w o f multiple e ve nts a nd c o mpe te nc ie s “How has your appr oac h to this wor k c hange d?” “What is your goal for that moving for war d?” “Ar e you notic ing a diffe r e nc e in how your staff r e sponds to you?”
WAYS TO COACH: DAY TO DAY Whe ne ve r Disc ussio n is Ne e de d – E ve nt/ I nc ide nt • F o c use s o n o ne inc ide nt • T rig g e re d b y a “te a c ha b le mo me nt” • Ro utine pa rt o f da y-to -da y wo rk • I nitia te d b y ma na g e r o r e mplo ye e • Ma y b e q uic k / no t se e n a s a fe e db a c k se ssio n “How did you think the me e ting we nt?” “What was your r e ac tion to Kar e n’s r e c omme ndation?” “Whic h par ts of your pr e se ntation do you think we nt be st?”
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