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“Be the change you wish to see in the world . . .”

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1 “Be the change you wish to see in the world . . .”
WELCOME DEVELOPING EXCELLENCE MENTORING, COACHING, AND TALENT DEVELOPMENT Developing employees, helping them grow, coaching and mentoring… It is like eating properly and exercising. You know it is good; you know you should. Yet, if you are like many managers and supervisors today, you might not do it well or as frequently as perhaps you should. Just as employees need to be supported and provided with feedback and attention in their careers, managers must feel competent, comfortable, and confident engaging and integrating job expectations, as well as encouraging career development opportunities. As the landscapes of our organizations change, professional development is more – not less – important than in the past. Organizational leaders must develop, coach, mentor, and manage the talent and performance of their teams. The Gallup Organization explores current research on talent development and cites “developing talent” as the most significant driver of employee engagement, which in turn is the key to the outcomes leaders seek: innovation, productivity, profitability, loyalty, quality, service, and retention. So, what is a manager or supervisor to do? PLENTY! And it might be easier than you think. This seminar will explore talent development “best practices” and cultivate knowledge and skill in strengths dialogues, coaching conversations, workplace interactions, and talent development. It will provide numerous opportunities of discovery, reflection, and feedback with your colleagues, while investigating team and staff development initiatives and activities. OBJECTIVES: Discuss retention and engagement strategies. Identify and discuss the elements from Q12 that relate to engagement, retention, and talent development. Describe mentoring practices and apply to the role of a strengths mentor. Deepen knowledge and skill in strategies for maximizing talent and recognizing team talents. Explore coaching models and participate in developing effective coaching practices and conversations. Examine specific global talent development practices and processes that are experienced during the employee life cycle. Identify and apply strategies for developing the skills and knowledge of faculty and staff as key components of professional growth, coaching, and talent development. “Be the change you wish to see in the world . . .” Gandhi Foundation Academy ‐ Facilitators Guide

2 OVERVIEW Retaining/Developing Employees The Elements of Mentoring
REI survey The Elements of Mentoring What excellent mentors do The importance of questions Maximizing talents Team Matrix: Case Situation Coaching Coaching cycle Transformational coaching process Feedback models Difference Between Coaching & Mentoring Listening Strategies and Practices Sharing and Reflections Many of us work in a global environment in which identifying the right talent at the right time can often be tough. There are more challenges than ever for today’s HR professional and organizational leader, but the key to standing out from others is how you equip yourself to keep moving forward and handle the unique challenges you face. Effective talent assessment and people development starts with investing in and engaging your environment… attitude is everything! Now is the time to ignite passion and activate potential, wherever you work and whatever the culture of your organization. It all starts with investing in people. As one adage goes: What happens if we invest in our people and then they leave us? The reply is: What happens if we don’t invest in our people and they decide to stay? Organizational leaders can no longer rely on the same, traditional HR practices, career counseling, or business-as-usual professional guidance that were once used. As forward-thinking, global leaders, we must do our best to be “mindful in the workplace.” It is all about growing caring, aware, stronger, smarter, more capable, and self-reliant talent that will move the organization into the future and to the next level of success. More than technology, this is truly the most critical issue facing our workforce, domestic and global – talent assessment and ongoing people development. It is time to bring out the best in your employees. Foundation Academy ‐ Facilitators Guide

3 TECHNIQUES FOR RETAINING EMPLOYEES
For more than 50 years, researchers have studied the factors that satisfy, motivate, or engage talented workers: Exciting/Challenging Work Growth/ Development Appreciation/Valued Great People Fair Pay, Benefits Good Boss “The Fit” With more than half a million managers from large and small organizations around the world, researchers Beverly Kaye and Sharon Jordan-Evans have listened, consulted, analyzed, trained, and learned from thousands of managers and employees to expand engagement and retention strategies – what works and what doesn’t. According to Kaye and Jordan-Evans, “the Love ‘Em or Lose ‘Em approach to engaging and retaining talent is not something you can turn on and off, syncing to the latest economic blip and the corresponding concern about keeping talent. It works best when it is authentic and perennial, when you clearly believe in it and demonstrate it daily in your actions with the people you want on your team.” As managers and supervisors, we know that talent is everything. You need your talented people to stay with you; they are critical to your success. So, how will you keep them engaged and excited about coming to work and performing at their peak? WHAT IS YOUR REI? Research shows that your perspectives and beliefs about managing others and the resulting actions you take can predict the likelihood that talented people will not only continue to work for you but will bring their discretionary effort to work each and every day. They will help you and your organization do what you are trying to do! The manager self-test Retention/Engagement Index (REI) on the next page allows you to evaluate your beliefs and mindsets about engaging and retaining the people you can least afford to lose. Kaye & Jordon-Evans, 2014 -Kaye & Jordan-Evans, 2014 Foundation Academy ‐ Facilitators Guide

4 RETENTION/ENGAGEMENT SURVEY
TO WHAT EXTENT DO YOU…….. Score 1-4 A. assume that employees should and will tell you what they want from their work? B believe that retention is a job for HR or compensation professionals? C regard employees’ careers as their business, not yours? D take for granted that employees know you respect them, and therefore you don’t need to show it? E think employees should tell you if they are not feeling challenged in their work? F expect employees to leave their personal lives at the door and feel only their business lives are your concern? G avoid discussing career options with employees, especially when promotions are not readily available? H hire primarily based on functional or technical skills? I give information to employees on a need-to-know basis only? J think you are here to get the job done, that employees don’t have to like you? K believe you are not at work to have fun? L fear that if you introduce employees to others in your network, they might be enticed away? M feel that you don’t have time to mentor? N have only a vague idea of what it costs to lose talented people? O tend to hoard good people instead of helping them seek other opportunities? P agree that we don’t have the luxury of loving what we do? Q fail to question policies for the sake of your employees? R deem good work to be its own reward? S think that if you don’t control the who, how, where, and when, the work won’t be done right? T avoid giving negative or corrective feedback to your employees? U consider yourself too busy to be a good listener? V view employees’ values as their own business and therefore seldom discuss them? W believe that employee wellness initiatives are frills? X think that generational differences are irrelevant in the workplace? Y believe employees should usually wait for you to tell them what to do? Z maintain that employee engagement and retention are not critical leadership skills and you don’t need to spend time improving them? Use this scale to rate yourself (1–4) on the extent to which you believe or act in the ways listed here. 1= Always/Definitely Yes 2= Often/Frequently 3= Sometimes/Occasionally 4= Never/Definitely No Please insert survey here    Now, note how you are doing overall by adding up your total REI score and using these interpretation guidelines. Remember, when your REI goes up, so do your talented employees’ job satisfaction levels, motivation, and loyalty. HIGH (80-104) Good job! You have the love ‘em mindset and are probably taking many of the actions needed to engage and retain your talent. MEDIUM (53-79) Beware. You are at risk for losing your best people. Some may have already left you. Take stock and take action before you lose more talent. LOW (26-52) Look out! You are at high risk for losing talent – you might even have a “swinging door.” Your beliefs and corresponding actions (or inactions) may be standing in the way of having engaged people who want to stick around and work for you over time. You need to take immediate, focused action. SELF-REFLECTION: How did you do? Highlight beliefs or behaviors for increasing your effectiveness in those areas. Kaye & Jordon-Evans, 2014 (New Page)  CRTICAL ISSUES FOR RETENTION Develop a management style that inspires loyalty. Loyalty is still possible but it is increasingly complex. New-millennium employees can be committed to the team, the project, the boss, the mission, and yes, even to the organization — the organization that provides just what they want and need. Show respect in many ways. Treat people fairly, not identically, and trust them; they will prove to be trustworthy (individualized consideration). Create a culture of inclusion, valuing different experiences and attitudes. Guard against negative behaviors that might turn off or turn away your talent. Provide feedback. Talented people want to know how they are doing and how you think they could improve and grow. Give feedback clearly, truthfully, and respectfully. In return, get feedback from them about their own strengths and opportunities. Reward creatively. Use the universal reward: praise. Use it often and authentically with every one of your talented people. Then individualize rewards. Do not guess what people want. Create a work environment that people love, respond to, and enjoy. Many busy, high-stress organizations admit they have become a fun-free zone. Ironically, fun may be just what they need to ease the pressure and stress. It is definitely what they need if they are to retain their fun-loving employees. Find ways to make the workplace fun.   Foundation Academy ‐ Facilitators Guide

5 Q12 -Gallup, 1996 Foundation Academy ‐ Facilitators Guide
Think about the message from the video “Keeping the Good Ones” - Treat your team members as people first and employees second. It comes down to connecting with each member of your team on a regular basis. Connecting as a manager or supervisor is all about offering YOURSELF as a person, offering your TIME with a regular check-in, and offering your APPRECIATION by letting them know. It provides practical tools to use in order to keep the good people you already have. The 5th and 6th Elements of the Q12 are directly related to “Keeping the Good Ones.” Think of ways in which Grace used Q5 and Q6. “One of the crucial questions from a team leader trying to get the most from his people is whether they form a cohesive, cooperative, self-sacrificing, motivated crew Such attitudes are the essence of the Fifth Element of Great Managing. It is measured by an employee’s reaction to the statement, “My supervisor, or someone at work, seems to care about me as a person “There is something about working closely with someone who supervises that cannot be accomplished well in any other way. From this fact stems the Sixth Element of Great Managing, measured by the statement, “There is someone at work who encourages my development.” (Wagner & Harter, 2007) -Gallup, 1996 Foundation Academy ‐ Facilitators Guide

6 A MENTOR Wagner and Harter point out that many highly accomplished people can recall a time early in their careers when a “shot in the arm” made all the difference. PERSONAL REFLECTION: Take a minute and get a picture in your mind of someone who has really helped you achieve your personal or professional aspirations. Think of someone who came along at “just the right time.” What did this person do or say? How did you know this person was on your side? How did this person get inside your head to find out what you were thinking? If this person was tough about giving you feedback, what made it okay? If this person gave you advice, what made it effective? Describe the best mentor you have ever known. Use you own adjectives or phrases to describe why he or she is the best. Circle the three most dominant descriptors and place a star by the one most important to you. 1. 2. 3. 4. 5. 6. 7. 8. During your Leadership Practicum experience, did your mentor give you a shot in the arm? Explain. Wagner and Harter also point out that “a large part of encouraging someone’s development is helping them find the kind of job that matches his/her talents.” Does your job match your talents? Did a mentor help you find your way? Have you ever helped people who work for or with you match their talents to their work? Foundation Academy ‐ Facilitators Guide

7 WHAT EXCELLENT MENTORS DO
People don’t change that much. Don’t waste your time trying to put in what was left out. Try to draw out what was left in. That’s hard enough . . . Donald Clifton The Elements of Mentoring Although some of us have benefited from the teaching and coaching of an excellent mentor, or two, many of us may have never mentored and might wonder how such a relationship actually should be structured. Specifically, we wonder what to do once a decision to mentor is made. Genuine and meaningful relationships and development occur through the human act of conversation. Whether it is a formal individual-development planning meeting or an on-the-fly connection, it is the quality of the conversation that matters most to your team members and mentees. That is how they will view your performance and their development. Building mutual understanding and trust is a significant part of the goal of this conversation. Mentoring conversations are designed to: Facilitate insights and awareness: Who Am I? Explore possibilities and opportunities: Where Am I Going? Inspire responses that drive an owned action: How Do I Get There? People and careers are developed one conversation at a time… over time. Our goal as a mentor is to encourage a mentee’s development in ways they wish to develop. Whether you are a new supervisor or a seasoned mentor, mentoring serves as an invaluable tool for developing and promoting talent. Mentoring from a strengths perspective provides a subtle and predictable link that exists between human personality and human performance. We connect with others in a way that is practical and relevant to their everyday lives. Mentors help others recognize the unique human potential that each person brings to a role. Mentors do not evaluate others’ style or make judgments about who they are; rather, mentors measure the substance of performance (what is done) as a way of helping people maximize and use their distinct talents, knowledge, and skills. This will enable others to make their best contributions to their work and to their world. Characteristics of Effective Mentors Set High Standards Make Themselves Available Orchestrate Developmental Experiences Exude Warmth Listen Actively Show Unconditional Regard Respect Privacy and Protect Confidentiality Embrace Humor Do Not Expect Perfection Attend to Interpersonal Cues Be Trustworthy Respect Values (Johnson & Ridley, 2008) Psychologists Timothy Butler and James Waldroop have described a type of person that generally fits the characteristics of an effective mentor: For some people, nothing is more enjoyable than teaching – in organizations that usually translates into coaching or mentoring. These individuals are driven by the deeply embedded life interest of counseling and mentoring, allowing them to guide employees, peers, and even clients to better performance… People like to counsel and mentor for many reasons. Some derive satisfaction when other people succeed; others love the feeling of being needed. Butler and Waldroop also contend that you can identify managers and supervisors with an embedded need to counsel and mentor; you will know them by their behavior in the workplace and the community. At work, they have a reputation for helping less veteran leaders to expand their horizons and their careers. Outside the workplace, they are involved in community service, literacy programs, and the like. Foundation Academy ‐ Facilitators Guide

8 HOW TO MENTOR WELL Walk the Talk Give Actionable Advice/Feedback
Resist Solving the Problem Criticize Behavior, Not Person Develop a Plan for Success Foundation of Support Not Dependent on You ASK QUESTIONS Good Start Though some consultants and internal trainers are helping business and organizational leaders to develop their mentoring skills, few people will ever come near to any formal mentoring training during their careers. Nevertheless, if you do just a few things very well, your mentoring relationships will be very effective. Walk the Talk Mentors must be role models of successful behavior. People learn as much, if not more, from observing their mentors than from what mentors tell them. Remember that what you do will make a greater impression than what you say. Give Actionable Advice and Feedback Professional development is a practical business. It has no other purpose than to produce good results. Your advice and feedback should point to things that are within the capabilities of your mentee. Not Actionable: “Take it from me, someday you’ll be able to lead that project team. You have good leadership skills.” Actionable: “The first step is to become a member of an important project team. Even if your initial role is small, what you learn will help you assume team leadership in the future.” Not Actionable: “If I were you, I would spend some time getting to know our key suppliers. As an organization, we depend on a strong partnership with them.” Actionable: “You can learn an enormous amount about our manufacturing constraints by getting to know our key suppliers, Gizmo Products in particular. See if you can participate in a site visit, or get to know Bill Johnson, the Gizmo representative, when he visits us.” Resist the Temptation to Solve the Mentee’s Problem A mentor’s job is to help other people help themselves. Mentees will not learn to help themselves if you come to the rescue whenever they encounter problems. Diane’s mentee, John, has written his first formal report to his Vice President. In her eagerness to have John make a strong impression on organizational leaders, Diane crosses the line between advising and doing John’s job. “This report needs heavy editing, and you should add a section on the budget issue,” she says. “Give me a disk version of your report, and I’ll make the changes over the weekend.” In this case, Diane has made John’s problem her own. John will be no wiser about writing formal reports than he was before. Criticize the Behavior, Not the Person When a mentee is going off track, the mentor has an obligation to bring the fact to his or her attention – not in a directive way, as in “Stop doing that,” but in an observational way, as in “I noticed that you haven’t volunteered for the Foundation Project; you might be missing an opportunity. Would you like to talk about it?” Always separate the inappropriate behavior from the mentee’s persona. Doing so will prevent that person from feeling personally attacked and will make the discussion easier and more objective. Challenge the Mentee to Develop a Plan for Success Never forget that the mentee is responsible for his or her own success. As a mentor, you are merely there to lend support and advice, and to open doors from time to time. Challenge your mentee to develop a plan for rising from his/her current position to one in which he/she can make a larger contribution to the organization. Say, “Where would you like to be five years from now? How do you plan to get from here to there?” and ask for a plan that includes the many learning experiences required to facilitate success. Use your knowledge and experience to help him/her to improve the plan. Create a Foundation of Support Like solid buildings, solid careers are built on strong foundations – of knowledge, ambition, and the support of other people. As a mentor, you are one of those other people, but your support alone is insufficient. You do not have all the answers, and you do not control access to all learning opportunities. Your mentee needs support from many people. Part of your job as a wise and resourceful guide is to establish a broad foundation of support from the mentee within the organization and with key stakeholders. Do Not Allow the Mentee to Become Dependent on You The best mentors put themselves out of the mentoring business by helping their charges to fend for themselves. There is nothing more satisfying to a good teacher than saying of his student, “She’s at the point where she can teach herself.” Conversely, there is nothing more vexing than a mentee clinging to his mentor’s coattails – too afraid or unsure of himself. There are several ways to assure dependency will not develop: Insist that the mentee take responsibility for developing and following his/her own learning plan. Your role is to review the plan and suggest improvements. Do not give the answers; instead ask the questions. “What do you think would happen if you tried that?” - “What alternative strategies have you considered?” - “How do you think your supervisor would react to that?” Do not solve problems. Instead, ask your mentee to discuss the problems with you. Use dialogue to help the mentee find his own solution. Ask Questions Asking questions is a valuable tool for understanding the other person and determining his or her perspective. Use both open-ended and close-ended questions. Each yields a different response. Open-ended questions invite participation and idea sharing. Use them to: Explore alternatives – “What would happen if…” Uncover attitudes or needs – “How do you feel about our progress to date?” Establish priorities and allow elaboration – “What do you think the major issues are with this project?” When you want to find out more about the other person’s motivations and feelings, think of open-ended questions. Through this type of questioning you can uncover your mentee’s true concerns. This, in turn, will help you formulate better advice and ideas about how you can help. Closed-ended questions lead to “yes” or “no” answers. Focus the response – “Is the project on schedule?” Confirm what the other person has said – “So, the critical issue is cost?” Get Off to a Good Start The single most important tip for being a great mentor is getting off to a good start with each new mentee. A good start is defined as an open-ended conversation in which the mentor and mentee get to know each other, establish rapport, understand each other’s expectations, and identify a set of mutually agreed upon goals (see the Initial Meeting Chart on the following page). Agreement on goals and responsibilities is particularly important. If these are left undefined, or if the parties see them differently, the mentoring relationship will be in jeopardy from the start. Foundation Academy ‐ Facilitators Guide

9 THE INITIAL MEETING Foundation Academy ‐ Facilitators Guide
MENTOR’S JOB MENTEE’S JOB Come Prepared Learn whatever you can about the mentee before your initial meeting. Same. Talk Big Picture Recount your own mentoring experiences to your mentee. Explain what worked and what did not. Listen and ask questions. Discuss Mentee’s Needs Ask questions and listen. Explain where you are and where you would like to be – and how mentoring might help. Mutual Agreement – Goals & Expectations Explain what you can and what you cannot do. “This is what I hope to achieve through this mentoring relationship.” Responsibilities “I will do…” “And I agree to do…” Timetable “Let’s work on this for six months. Then we will review progress and determine if and how we should continue.” Meeting Times/Agenda “Check my calendar for available times.” “I will take responsibility for finding dates and times that fit your schedule. I will create an agenda for each time we meet.” Confidentiality “Nothing we discuss will go outside this room unless we both agree otherwise.” Agree to be Candid “If this relationship is not producing the results you expect, or if you disagree with my advice, say so. Neither of us has time to waste.” “I will tell you if this relationship isn’t working for me. I will not waste your time.” THE INITIAL MEETING (Insert chart full page) - Harvard Business Review, Coaching & Mentoring, 2004 Foundation Academy ‐ Facilitators Guide

10 CULTIVATING CURIOSITY
“You don’t have to have all the answers. But, what’s NOT negotiable is that you have the questions.” Kaye & Giulioni, 2012 Questions are a powerful tool. Add a spirit of curiosity, and you have got an unbeatable combination. People recognize and respond to genuine curiosity on the part of their leaders. WHAT ABOUT YOU? You might be able to fake listening, but not curiosity. Test your Curiosity Quotient (CQ). I am comfortable entering a conversation not knowing how it will turn out. Y N I can suspend judgment and skepticism. Y N I expect to be surprised when I talk with others. Y N I can suspend my need to fix situations and solve problems. Y N I am sincerely interested in what most people have to say. Y N I believe that there’s no shame in admitting I don’t understand something. Y N I ask questions without having the “right” answer in mind. Y N I am energized by finding out what makes others tick. Y N I am motivated to dig deeper when I sense hesitancy or want to learn more. Y N I enjoy learning things about people that I didn’t know before. Y N I am comfortable following someone else’s lead in a conversation. Y N I believe that people are interesting and complex. Y N (Kaye & Giulioni, 2012) If you answered “no” to four or more, then you have an opportunity to cultivate greater curiosity. But, you are likely an overachiever and realize that even one “no” offers a chance for improvement. Curiosity might be the most under-the-radar and undervalued leadership competency in organizations today. Think about it…. What could you accomplish if you practiced passionate listening – really listening with intention and a true sense of purpose to learn and understand? What ideas and possibilities could you cultivate if you honed your ability to wonder out loud with those around you? Developing the ability to approach team members, situations, and conversations with curiosity and even a sense of wonder can affect your own energy and enthusiasm, relationships with others, and organizational results – not to mention the quality of your conversations. Quality questions asked without curiosity will signal to others that you have just come back from training. Quality questions asked with the spirit of curiosity will facilitate conversations that will literally allow others to change their lives. Foundation Academy ‐ Facilitators Guide

11 THE IMPORTANCE OF QUESTIONS
TELL (Statement) ASK (Question) I need this report by Monday. From what you said, I can tell you are really competitive. Your Achiever talents appear to help you accomplish a lot of work. I have heard people say you take on too much work. You are good at making work flow smoothly. You need to tell your boss that you really do need more work to feel fulfilled each day. QUESTION: How does a mentor get better at asking good questions that have a positive effect on performance? ANSWERS: Listen to people known for asking good questions – television interviewers, counselors, friends, colleagues. When you speak, practice changing “tells” to “asks.” Think about good questions you have asked, you have been asked, or you would like to be asked. Before a mentoring session, write down questions related to the person’s Top 5 Themes. LET’S PRACTICE: In the chart, would you please change each “tell” to an “ask”? (INSERT CHART) PERSONAL REFLECTION On your own, write five questions you wish your supervisor or colleagues would ask about your role, work , or performance. Keep them simple and brief, use common wording, and be sure they require an active or reflective response. 1. 2. 3. 4. 5. When everyone is finished, share those questions with your group. Consider writing down all the questions others have shared and adding them to your reservoir of questions. Foundation Academy ‐ Facilitators Guide

12 BEGIN A STRENGTHS DIALOGUE
With the goal of “maximizing the talents” of each individual with whom you develop, mentor, or coach, use the following questions to begin a Strengths dialogue. These will provide a guide to beginning your conversation and encouraging further communication and feedback. (Adapted from the Gallup Organization.) What do you enjoy most about your role? Would you share your work philosophy with me? What are your Strengths and how might I see those strengths in your work? On what performance goal are you focused right now? Which of your strengths or talents could you leverage toward this performance goal? Is there anything you would like me to watch for as we work together? (Something that you are especially proud of? Something that you are working on or towards? An issue you are trying to manage or solve?) What can I do to be a better partner/mentor to you? How would you like to engage in conversations and receive feedback? When could we meet again? (Karre, 2007) What additional questions could you add to this list? Foundation Academy ‐ Facilitators Guide

13 BLIND SPOTS Foundation Academy ‐ Facilitators Guide
The goal of a strengths-based leader is to help individuals best use their talents – regardless of the themes they come from – as the foundation of strengths development. EVERY TALENT THEME IS IMPORTANT. Think about the 34 themes of talent. Write a theme name in each blank below and then discuss what you wrote with a partner. The benefit of being candid is avoiding blind spots. 1. To be honest, my first reaction to ______________________________ was less than positive. I know a person who has a lot of talent in ________________________, and I find this person difficult to work with. I’ll need to watch for ___________________________ in action so I can see firsthand how this theme can be helpful in a role. I wish I had more _____________________________ talent. I wonder what my world would be like if I had more ___________________________ talent. I need a better understanding of __________________________________. I fear I may have a difficult time being a great strengths mentor when it comes to _______________. I think _______________________ is a really valuable theme. Wouldn’t it be nice if everyone had a lot of ______________________________ talent? Foundation Academy ‐ Facilitators Guide

14 STACI MAXIMIZING TALENT Signature Themes: Arranger Achiever Positivity
Learner Input STRATEGIES FOR MAXIMIZING TALENTS It is important to think about the dynamics of themes - the interaction of talents from one theme with those from others and the effect on roles and relationships. As a mentor, awareness and clarity of these 34 Signature Themes helps build your mentor/mentee relationship, encourages connections, promotes discovery, and facilitates focused conversations consistent with “who they are”. Think about the talents of each person listed and discuss the kinds of behaviors expected given the person’s strengths, talents, and Signature Themes. How could you maximize the talents of each individual? How might you respond in real-life scenarios given his or her Signature Themes? With a partner, discuss the following individuals and their Signature Themes. Answer the question provided, and remember to take theme dynamics into account. RICH Signature Themes: Belief, Positivity, Futuristic, Includer, Intellection How will Rich’s talents affect his interaction with his direct reports? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What questions might you ask Rich? ________________________________________________________________________________________________________________________________________________________________________________ MAGGIE Signature Themes: Competition, Strategic, Communication, Focus, Achiever What do Maggie’s talents tell you about how she will respond to specific goals and targets? What questions might you ask Maggie? DAVID Signature Themes: Command, Adapter, Ideation, Empathy, Restorative What can you predict about how David will respond to change? What questions might you ask David? JEN Signature Themes: Maximizer, Activator, Developer, Significance, Discipline How will Jen’s talents affect her interaction with her direct reports? What questions might you ask Jen? DERRICK Signature Themes: Individualization, Responsibility, Context, Deliberative, Connectedness What do Derrick’s Signature Themes tell you about how he might approach a conflict between himself and a coworker? What questions might you ask Derrick? What do you think Staci expects from her university? What questions might you ask Staci? Foundation Academy ‐ Facilitators Guide

15 TEAM MATRIX Team Talent Profile
Case Situation: How can we perform as a team? MAXIMIZING TEAM TALENTS: PERFORMING AS A TEAM Nobody can be an expert on all the forces and factors shaping the world, business, or your organization – not even you. So let the talents of your team take over and leverage the talents of others. Encourage the conversations and reflections that translate into insight, awareness, and a deep and useful understanding of the bigger picture…. How can we perform as a team? Case Situation: Group Discussion Review the Four Domains of Leadership in the Team Matrix above. Notice the varied themes of talent and The Top 5 Themes of nine team members. Using this information, reflect and discuss the questions below. What does the team do well? What are the team’s potential blind spots? What themes of talent does the team need to leverage from others? What does the team need to get done? (Be specific.) How does the team move forward? Whom can we count on and for what? Foundation Academy ‐ Facilitators Guide

16 HOW COACHING WORKS TAKE 10 AND DISCUSS
Watch the short video on “How Coaching Works”. TAKE 10 AND DISCUSS Group Discussion: What did you notice? Describe the process. List key coaching elements. How does coaching work? VIDEO YouTube: “How Coaching Works” Link: Foundation Academy ‐ Facilitators Guide

17 THE ESSENCE OF COACHING
Technical Help Emotional Bond COACHING FOCUSES ON FUTURE POSSIBILITIES, NOT PAST MISTAKES Coaching is an interactive process, with an integrated set of actions aimed to boost another’s performance, develop skills and capabilities, as well as foster increased job satisfaction and higher motivation. This process relies on collaboration and is based on three components: technical help, personal support, and individual challenge. These three coaching elements are held together by an emotional bond between the coach and the coachee. Because coaching is a person-to-person experience, this sort of bond must be present, and it must be positive if coaching is to succeed. Coaching is critical to retention and employee success. It is not merely a technique to be wheeled out and rigidly applied during certain prescribed circumstances. It is a way of managing, a way of treating people, a way of thinking, and a way of being. The underlying and ever-present goal of coaching is building the self-belief in others, regardless of the content of the task or issue. Keeping this principle in mind and acting on it persistently and authentically, you will notice improvements in relationships and in performance that result in a coachee’s self-belief in reaching or redefining their own potential. Coaching requires: Context – A context for engagement, practice, and achievement. Trusting Relationship – A relationship of interpersonal understanding and confidentiality. Style and Motivation – The coach needs to be sensitive to and adjust to meet the learning/behavioral style needs of the learner and understand what motivates the learner to perform. Explicitly Stated Goals – Written goals that are specific, measurable, achievable, results-driven, and time constituted. Communication Skills – Coaching requires a well-defined set of communication skills. Personal Support Individual Challenge - Susan Alvey, 2004 Foundation Academy ‐ Facilitators Guide

18 THE COACHING CYCLE Effective coaches understand and use the Coaching Cycle in the process of coaching. Each of the steps in the coaching cycle is critical to success in individual, group, or peer coaching. Avoiding or omitting any one of the steps in the process may limit the success of the coaching experience. Develop rapport. Use communication to establish rapport. Master specific nonverbal behaviors that contribute to rapport. Remember to establish rapport by getting to know the needs, interests, and values of your coachee. This is an important relationship. Make sure to give this relationship the time and energy it deserves to develop in positive and functional ways. Agree to explicit goals. Identify the goals of the coaching experience. Loosely formed objectives and outcomes will inhibit your success. Begin with the end in mind and state it clearly and explicitly. If possible, prepare a written document that is positive and articulates the coaching process and the coaching outcomes. Provide learning based on needs and goals. Most coaching experiences will require new learning and “unlearning” for the coachee. Determine the best format for providing learning. Direct instruction, research, readings, modeling, project-based learning, problem-based learning, observations, internships, externships, and conversations are all potential learning formats. Regardless of the learning format you choose, pay attention to principles of adult learning during the process. Optimize opportunities for observations. Observing the coachee in authentic settings is critical. If you are coaching teachers, you must watch them in the classroom. If you are coaching support staff members, you must observe them in a supporting role. If you are coaching managers, you must watch them in management settings like meetings, decision-making groups, performance appraisals, etc. Maximize observations! Use techniques of participant-observation. Avoid copious note taking. If possible, make only mental notes during the observation session, and record your observations for the coaching session. Provide constructive and considered feedback. Coaching is largely a process of providing considered feedback on movement toward explicit goals. Learn to provide mindful feedback that is highly monitored, issue focused, constructive, immediate, and supportive. Reaffirm, revise, and set new goals. Remember that coaching is a process. It is a process of continuous improvement. Celebrate achievements with your coachee. Revise plans as the need arises. Set goals to unearth the potential within the coachee. (Karre, 2003) Foundation Academy ‐ Facilitators Guide

19 TRANSFORMATIONAL COACHING PROCESS
Data-Based Performance-Focused Relationship-Focused Slower, Not Faster Dialogue Heart Humility Balance Self Responsibility What is it and what is its connection to leadership? The working definition of Transformational Coaching is: “the art of assisting people to enhance their effectiveness, in a way they feel helped.” To accomplish this outcome, coaching must be a comprehensive communication process in which the coach provides performance feedback to the coachee. Topics include all work-related dimensions of performance (personal, interpersonal, technical, or business skills) that affect the coachee’s ability and willingness to contribute to meaningful personal and organizational goals. A coach acts as a guide by challenging and supporting people in achieving their personal and organizational performance objectives. If this is done as a trusted learning partner, people feel helped by the coach and the process. As they say, help is only help if it’s perceived as help. This coaching process becomes the foundation for creating the true high-performance, feedback-rich culture that is supported by feedback flowing in a full 360 degree fashion – down to direct reports, across to peers, and up to one’s supervisor. In Transformational Coaching, we learn to look at organizational success factors differently – more broadly. Rather than focusing only on the bottom-line results, a Transformational Coach appreciates and develops the people and the processes by which they achieve those results. CHARACTERISTICS OF TRANSFORMATIONAL COACHING Data-Based: It is important that any coaching process be based on objective facts; the coach shares perceptions of an event or situation in objective, behavioral terms. It is essential to base a coaching session on as objective a description of a situation as possible. Performance-Focused: It is important to focus on the behaviors in the context of the effect they have (or do not have) on individual and organizational performance. Organizations exist to provide products and services to their customers. This model is designed to help keep the focus on addressing issues that either enhance or inhibit performance. Relationship-Focused: The quality of people’s working relationships form the context for their ability and willingness to work together effectively. Your effectiveness as a coach is directly proportional to the quality of your relationship with the coachee. Rapport, trust, and permission are the essential building blocks of an effective coaching relationship. Slower, Not Faster: Most of us work at a breakneck pace. The unintended consequence of this fire fighting mentality is often a diminished quality of interaction and communication between people. This process requires people to slow down, listen more deeply, learn, and become less reactive. It requires more patience than most people are accustomed to exercising in their interpersonal communication and allows for a better connection. Dialogue: Transformational Coaching is not based on “telling.” Assuming nothing, sharing feedback, asking questions, listening to answers, making suggestions, and exploring options are all key skills. Information-age working relationships are becoming more egalitarian and less autocratic, and include a mindset shift from being “The Boss” to being “The Coach.” More Heart: Being able to value and esteem people establishes a tone of openness, compassion, vulnerability, and humility on the part of the coach. Invariably, this improves the quality of the human connection and the coach’s ability to work effectively with people. However, bringing more heart into work represents a dilemma for most managers in modern organizations. We have been conditioned to believe that the appropriate way to treat employees is to keep them at a distance. We may think, “Don’t get too close to people. If you do, you can’t retain your impartiality. They will take advantage of you.” Transformational Coaching is a very personal process; it will be neither helpful nor effective unless the coach is able to develop mutual positive regard with the coachee. Our humanity enables us to connect through the heart. Humility: Transformational Coaching is based on mutual dialogue, with the intentions of eliminating arrogance and fostering a mutual understanding between the parties. In this approach, learning occurs for both the coach and the coachee throughout the process. Balance: The intent is to improve the balance in the thinking, language, and behavior of both the coach and the coachee. It aims to improve the balance between the head and heart; performance and relationships; what is known and what is unknown; and mind, body, and spirit. Not only do these include the measurable results that management usually focuses on, but also the subjective areas of attitude and behavior. Self Responsibility: People sometimes need encouragement to be fully accountable for the aspects of their behavior that affect others. An intentional and challenging thread of self-responsibility runs through Transformational Coaching. It is there to assist coaches and coachees to take conscious ownership of their thinking, feelings, and actions, and the effect they have on their co-workers. A coach role models this value and explicitly uses assertive and self-responsible approaches to communicate clearly and effectively. (Crane, 2012) Foundation Academy ‐ Facilitators Guide

20 TRANSFORMATIONAL COACHING MODEL
THE THREE PHASES OF TRANSFORMATIONAL COACHING The Foundation Phase, in which you, the coach, create a coaching relationship, the climate where coaching occurs, and in which you prepare for a particular coaching session. It requires a foundation of trust and shared expectations, laying the groundwork for all the conversations to follow. This phase consists of four elements: Connect Organizational Course and GRRATE Expectations (Goals, Roles, Resources, Accountabilities, Timeframe, Empowerment) Observe Prepare The Feedback Loop, in which you share behaviorally based feedback and engage in dialogue to learn from the exchange. The purpose is to create mutual learning, deepening insights and respect for one another. The Feedback Loop is purposefully circular, thus more “organic.” Continue to iteratively use this part of the coaching process as long as needed to CLEARLY communicate and “get on the same page.” This phase consists of five steps: Be Present, State Your Topic and Context, Share Your Positive Intentions, and Request Permission Share Feedback by Describing Behaviors and Impacts of Those Behaviors Ask Learning Questions to Explore Experience and Beliefs Reflectively and Empathetically Listen Explore Shared Accountability in Co-Creating the Situation The Forwarding-the-Action Phase, in which you create positive momentum and a commitment for change. The coach moves the action forward in several ways. How this occurs depends on the situation and with whom you are dealing. Regardless of whether you are working with a direct report who is on the verge of being fired, a star employee who is meeting all expectations, your peer, or your supervisor, you will forward the action by some combination of the following six steps: Refocus on the Shard Vision for Success Solicit and Suggest Options Request Specific Changes Require Changes and Clarify Consequences Clarify the Action Commitment and Follow-Up, Plan, and Offer Support Debrief and Offer Appreciation The first two phases of the Transformational Coaching Process are designed to create the relationship to support committed action that evolves through the collaborative, high trust dialogue. If people are not fully engaged at work, they are simply “going through the motions.” Coaching that engages the heart leads to the release of discretionary energy, passion, and best efforts. It is also important to note that the coaching process repeats itself. The content from one session becomes the context for the next session. It is really a threaded dialogue through time that becomes more focused and empowering for both players who are co-creating the future in a collaborative process. The Transformational Coaching process both guides the creating of the coaching relationship and guides each ongoing coaching conversation. Let’s practice with a partner Fred, the coach, has observed Sally, the coachee, make a presentation during a meeting. During the presentation, Sally did some things that Fred felt were less effective than they could have been. Assuming that mentioning those things during the meeting was inappropriate, Fred approached Sally about his feedback after the meeting was over. George, the CEO, is coaching Peter, the CFO, about performance problems in the accounting area. For months, financial reports have contained errors that have caused tremendous problems for the organization. This is another installment of an ongoing conversation between George and Peter about the problem. - Crane, 2012 Foundation Academy ‐ Facilitators Guide

21 THE GROW MODEL VIDEO #1 VIDEO #2
Coaching and the GROW Model (YouTube: Coaching and the GROW Model, The most widely used conversational structure in coaching is probably the GROW Model: GOAL, REALITY, OPTIONS, WAY FORWARD. This four-step progression leads the coachee from defining an objective through clearly defining their starting point, developing several potential courses of action, and creating concrete action steps with high buy-in to actually move toward the goal. It is an excellent choice for helping people through practical issues, like changing a habit, completing a project, or increasing performance. Goals – Coach and learner agree on the topic for discussion and the objective for the session. (“Shall we find ways to further develop your presentation skills? Let’s find at least three ideas in the next half-hour.”) Reality – The coach and the learner take stock of current strengths and challenges. The effective coach invites the learner to do most of the talking, starting with self-assessment. (“What did you feel about the question-and-answer session at the end of your mini-lecture?”) Options – The coach and the learner both brainstorm ways forward. The coach’s role is to stimulate creative ideas from the learner. (“What strategies might you use in your next class to engage all students in the question-and-answer session after the mini-lecture?”) Way Forward – The coach helps the learner choose an option and commit to action. (“It sounds like you feel comfortable using a Think-Pair-Share cooperative learning strategy after the mini-lecture and before the class question-and- answer session, correct? Let’s walk through/role play the steps of this teaching strategy to make sure you feel comfortable using it in your class.”) The GROW Model In Action (YouTube : GROW Model in Action, As you watch the video, note examples of the four-step agenda that covers GROW. GOAL: REALITY: OPTIONS: WAY FORWARD: Group Discussion VIDEO #1 VIDEO #2 Foundation Academy ‐ Facilitators Guide

22 COACHING FEEDBACK - AID
Action: What are the facts? What actions did the coachee really do? I Impact: What is the impact on the project, the environment, the colleagues? D Desired Outcome: What kind of change in the behavior do you expect? Be mindful of distinctions in giving feedback and use the following three-part approach to providing useful feedback. It is particularly effective if the three points can be elicited using the “ask” mode. (“Which parts of your class worked best? Which parts worked least well? What was the impact of this? What could you do differently next time?”) The coach is specific in relaying the Actions that the learner took. (“Did you notice that in your last class you avoided answering a direct question and instead presented more information in the form of a chart with increased detail?”) The coach highlights the Impact and/or implications. (“What effect did that action have on students? Did you notice that it seemed to make the students feel that you were uncertain about your material and/or uninterested in their questions? Students seemed more confused and unwilling to ask questions?”) The coach suggests a Desired outcome. (“What could you do differently in your next class? Perhaps in the next class, try to allow time for questions and respond to them clearly and concisely then return to the student who asked the question and ask – ‘Did I answer your question?’”) When delivering positive feedback and praise, effective coaches use the first two steps of this approach. By specifically highlighting the Action and the Impact, the learner can more fully understand why he or she has done a good job and integrate the behavior into daily practice. (Karre, 2003) Foundation Academy ‐ Facilitators Guide

23 SUCCESSFUL COACHING TIPS
To have long-term success as a coach or in any position of leadership, you have to be obsessed in some way. Pat Riley Delegate: Articulate the results you want to see, set parameters, determine what support the employee needs, and set times to conduct progress reviews along the way. Give performance feedback: State what you observe, be specific and direct, show sincerity, and communicate face-to-face for both positive and negative performance efforts. Motivate employee performance: Give timely recognition for a job well done and provide favorable assignments that challenge your staff and meet business needs at the same time. Mentor employee growth: Pass on words of wisdom that guide behavior for success and ask employees for ideas to make improvements and solve problems. Focus employee performance: Collaboratively set goals with action plans that define the key steps for achieving the goals. Set meaningful goals: Define the results that need to be achieved and how the goals will be measured. Assess employee performance: Do not wait for the annual review. Meet one-on-one with each staff person at least once per quarter; adjust plans accordingly to keep priorities current. Aid career development: Collaboratively set plans that define how employees will prepare themselves — from training to work assignments — to grow in their skills and capabilities. Deliver training: Give instruction in a step-by-step fashion that involves your employee doing the skills or procedures in a hands-on way. Reinforce good performance: Catch employees doing quality work and demonstrating positive behaviors with the same effort that you catch them when performance does not go as well as needed. (Brounstein, 2000) Foundation Academy ‐ Facilitators Guide

24 DIFFERENCE BETWEEN COACHING & MENTORING
FACTORS COACHING MENTORING Key Goals To correct inappropriate behavior, improve performance, and impart skills in order to accept new responsibilities To support and guide personal growth of the mentee Initiative The coach directs the learning The mentee is in charge of his/her learning Volunteerism Though the coachee’s agreement to accept coaching is essential, it is not necessarily voluntary Both mentor and mentee participate as volunteers Focus Immediate challenges and learning opportunities Long-term personal professional/ personal development Roles Heavy on asking, some telling with appropriate feedback Heavy on listening, providing a role model, and making suggestions and connections Duration Usually concentrates on short-term needs. Intermittently on an “as-needed” basis. Ongoing and can last long-term Relationship Established with rapport and trust The scope of mentoring is vastly greater than coaching, which is itself a small subset of mentoring. It is not limited to the development of a specific set of skills or behaviors, but addresses the whole person and his/her career and advancement in the organization. The bottom-line difference between mentoring and coaching can be summed up as follows: Coaching is about your job - generally about development and issues at work; mentoring is about your career and professional/personal development. For a coach, the task at hand is most important. The coach has to help the person learn the requisite attitude, behavior, and skills needed to perform the job successfully within the agreed success parameters. The task is therefore well defined and the conversation happens with a clear focus and specific timelines. Mentoring focuses on the individual and the conversation transcends more broadly into the general work life. This means the interaction can be more philosophical, more focused on attitudes and behaviors than on specific skills. Of course, these talks could also have the same level of focus and timelines but the entire individual is the topic of discussion and exploration and not just a specific task. Both mentoring and coaching have their use in the leadership interventions of organizations, but leaders need to be clear about what they are doing, what the other person needs, and what the situation merits. - Harvard Business Review, 2004 Foundation Academy ‐ Facilitators Guide

25 LISTENING SKILLS Effective communicators know that they do not just listen to words, but the heart and soul beneath the words. Pay attention to others by listening. Make them feel heard! Use the following skills in concert during on-going conversations. Active nonverbal communication helps establish rapport by setting the tone for effective communication. Effective leaders use their people reading skills to identify behaviors that demonstrate defensiveness or a need for reassurance. Consider eye contact, gestural animation, back-channeling, and open body position. Avoid distancing non-verbals, interrupting, and inattentiveness. Behaviors that Establish and Maintain Rapport: Frequent eye-contact Facial animation and appropriate smiling Nodding Lean forward Open body position Gestural illustrators Friendly vocal tone Behaviors that Inhibit Rapport: Little or no eye contact Frowning, grimacing, rolling eyes Crossing behaviors Insulating, sitting behind a barrier Pointing, jabbing Interrupting, speaking louder, faster, shouting Distancing, inattentiveness, attending to other tasks Behaviors that Demonstrate Defensiveness or a Need for Reassurance: Averting eye-contact Postural collapse Bodily rigidity, indirect bodily orientations Crossing behaviors, insulating behaviors Relative absence of gestures Visual inattentiveness Positioning toward the exit (Karre, 2003) Foundation Academy ‐ Facilitators Guide

26 ESTABLISHING RAPPORT Non-verbal Behaviors Acknowledgements
Door Openers Paraphrasing Active Listening 1. Non-Verbal to Establish Rapport – Set the tone for effective coaching by using nonverbal behaviors that establish rapport. Use your people reading skills to identify behaviors that demonstrate defensiveness or a need for reassurance 2. Non-Committal Acknowledgements – Brief expressions that acknowledge and confirm the other person. These phrases communicate support, reassurance, understanding, acceptance, and empathy. Examples: “Oh,” “I see,” “Really,” “Uh-hum,” “Interesting,” “How about that.” 3. Door Openers – Invitations to expand or continue expressions of thoughts and feelings. You are showing interest and involvement. Use opening words like: “Can,” “Do,” “Did,” and “Is.” Avoid: “What,” “Why,” “When,” and “Where.” Examples: “Can you tell me more?” or “Is there something you would like to talk about?” 4. Content Paraphrasing – Putting the factual portion of the message into your own words to check your perceptions and accuracy in understanding as you communicate with another. Examples: “You’re saying if your plan works, the problem will be solved.” or “He just keeps doing the same thing over and over.” 5. Active Listening – Using your listening skills to help the listener understand both the thoughts and feelings of his/her own communication. Do this by feeding back the underlying feelings you hear, as well as the content of the message. Examples are: “You seem not to be pleased with the way the report is coming.” “Annoyed that he uses your equipment, are you?” Or by sharing an observation of the other’s behavior to bring out feelings that are not being expressed verbally. Examples are: “You look upset.” “Are you getting nervous about the late hour?” “You look concerned.” (Karre, 2003) Foundation Academy ‐ Facilitators Guide

27 IN SUMMARY Share wisdom and knowledge Maximize strengths
Encourage creativity and innovation Create a culture that values contributions Inspire, excite, develop motivated employees Embark on self-discovery and fulfillment Well-managed organizations pay close attention to the development of their human resources. They handle talent development as part of a larger system of performance management that includes engagement, mentoring, and coaching. Equally important are the day-to-day manager-employee interactions that fortify skills, expand knowledge, and inculcate desirable workplace values. The journey toward enlightened leadership is far from straightforward; it is challenging and it takes time. Talent development should not be about a few special people; it should be about maximizing everyone’s strengths, encouraging creativity and innovation, and working to create an environment where the organization instills energy and people come to work anticipating a positive experience. “Talent is not a rare commodity, it is simply rarely released” should be the premise behind coaching, mentoring, training, and development. Organizations can convince themselves that talent development is being carried out when they create a system to define the steps or outline the process. However, talent development only happens when a culture based on shared values and leveraged strengths is created, thinking and emotions are engaged, and the leadership demonstrates its commitment through its behaviors and attitudes. Key strategies to support the development of talented individuals include mentoring and coaching. How employees learn is one of the most individual and personal activities, and as managers and supervisors we must allow for opportunities of individual support, growth, and development. All employees crave feedback, time to reflect, and specialized attention for further development. Mentoring and coaching present opportunities for leaders to share wisdom and knowledge and to create a culture that values the contribution of each and every employee. Managers who coach and/or mentor have the opportunity to inspire, excite, and develop motivated employees. Both mentors/mentees and coaches/coachees have opportunities to embark on a voyage of self-discovery and fulfillment. The more collaborative and forward-thinking organizations recognize that a motivated workforce does not need to be “managed” in the traditional sense. What employees need in order to fulfill their promise is guidance, development, and the sharing of wisdom. Foundation Academy ‐ Facilitators Guide

28 WRITING AND REFLECTION
Reflect on the discussion that we had in this seminar. What are the major issues and ideas you noted? ________________________________________________ Which of these issues relate most to your journey as a leader? ___________________________________________________________________________________________ ____________________________________________________________________________________________ Foundation Academy ‐ Facilitators Guide


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