1. Coaching for Performance

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Purpose
The aim is to help you to establish a more powerful way of bringing the best out of:
Yourself
Individual Staff
Teams
Students
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Programme Objectives
A comprehensive introduction to coaching, its purpose and application and the skills and qualities needed to be an effective coaching leader.
To use these to enhance teaching, learning, leadership and results across the school.
The opportunity to practice coaching skills in a safe environment.
To manage your own on-going coaching development and to support the embedding of coaching as a practice across the school.
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What are some of the key issues and opportunities that coaching is going to help you to solve and deliver? 
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Introductions
Personal objectives?
The outcomes you want?
How will you measure impact?
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ILM
RXX1772 Elektra Robinson
RXX1868 Wayne Wathen-Howell
RXX1819 Cecilia Bekker
RXX1821 Neil Hanford
RXX1784 Sumreen Khan
RXX1870 Vicky Broughton
RXX1882 Rani Karim
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What do you believe is meant by the term coaching?
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Coaching Rationale and Purpose
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Emotional Intelligence
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Emotional Intelligence
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Qualities of an Outstanding Coach
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Coaching Vs. Mentoring?
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14. (self-responsibility)
Coaching Competencies
Quality
Unaware
Awareness
Competence
Excellence
Reflection
Self- learning
Does not reflect on actions and is unaware of the impact their actions may have
Aware of the use of reflection as a tool to develop skills/learning, however does not actively use it
Uses reflection to develop their own skills and learning
Reflects during sessions and actively uses reflection to develop their own skills/learning EQ
(self-responsibility)
Unable to control own emotions
Unaware of negative effects of their words, attitudes and behaviour
Aware that they could manage emotions better, recognising that other people’s feelings are important
Adequate level of awareness of own and other’s feelings
Manages own emotions reasonably well
Manage personal emotions well
Very aware and sensitive of the reactions of mentee
Build rapport
Lack of EQ, lacks ability to read body language (e.g. poor or no eye contact), poor of relationship, inappropriate humour, sarcastic criticism
Reads body language and good eye contact, spends time building relationship,
At ease building relationships, looks for signs of coachees disposition through body language. appropriate use of humour
Demonstrates high levels of empathetic listening, engages and influences coachee by positive attitude
Positive
Is negative and unaware of the impact of their approach
Is aware of the need to be positive, however can slip into being negative
Asks positive questions and is aware of the impact of their approach
Has a positive influence on the mentee and uses this to good effect
Open-minded
Does not listen, is quick to jump to conclusions and does not work on the mentees agenda. Judgmental
Is aware of the need to listen, and not judge, however has a tendency to offer solutions
Listens to all options and asks questions to explore solutions
Will always listen.
Non-judgmental
Trustworthy
Does not see the need to build a positive relationship and is unaware of the importance of confidentiality
Aware of the need to build a relationship to gain trust, finds this difficult. Is confidential
Is able to build trust by developing a positive relationship. Is confidential
Is able to build rapport and a positive relationship with the mentee to build trust. Is very aware of the need for confidentiality
Enthusiastic
Closed body language, , apparent lack of interest, time watching
Aware of need to be interested but not always able to be interested and enthusiastic
Attentive, genuinely interested
Infectious enthusiasm and genuine interest in the mentee
Will to give time
Unaware of the need to allocate time to coaching
Aware that time is needed for coaching however it remains a low priority.
Sets time aside on a regular basis to coach staff as well as coaching in the moment
Time given to coaching as an on-going priority. Staff recognise that time is given for their development.
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What might get in the way?
Monty Python Video
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16. From Comfort to Achievement Zone
Taking Risks
From Comfort to Achievement Zone
What will help you move in this direction?
Challenging old habits
What Keeps people in their comfort zones?
Exploring new possibilities
What are the benefits of
stepping outside and into your zone of achievement?
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Taking Risks
Benefits
Blocks
Limiting beliefs
Lack of opportunity
Increased enjoyment
Satisfaction
Meaning and purpose
Peer pressure
Fear of failure
Peer feedback
Achievement
Energy
Negative culture
Personal growth
Blind spot
Empowerment
Performance
Lack of confidence
Lack of motivation
Creativity
Enhanced learning
Hierarchy
Apathy
Self leadership
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18. From Comfort to Achievement Zone
Taking Risks
From Comfort to Achievement Zone
Win lose vs. Win learn
Goals that have real interest for you
Create a powerful reason for change
Support from others
Scaffolding
Visualisation
Changing and challenging habits – only 5% of decisions are conscious
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The Coaching Dance
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The Coaching Dance
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21. Advantages and Disadvantages?
Asking Vs Telling
Advantages and Disadvantages?
+ Ask only
+ Tell only
- Ask only
- Tell only
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Leader as Coach
Traditional Manager V Colleague Centred Leader
Leader, manager, coach, teacher (us) centered, we are on our agenda
We help by telling, making suggestions or giving ideas
We encourage and praise
We set goals
We often do the thinking for them which generates dependence
Colleague/Performer centered, we are on their agenda
We ask questions that raise self awareness and help them take personal responsibility
This enhances learning, enjoyment and performance
We support and challenge them in setting their own goals
We help them to think for themselves generating independence
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Asking Questions
Purpose of questions?
Types of questions?
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Asking Questions
Open Questions
Closed Questions
What
When
Where
Who
Which
How
Why Do Is
Are
Could
Would
Will
Can
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Effective Questions
CONSTRUCTION
Ask mostly open questions - ‘What, when, where, who?’ (facts)
Ask probing questions - ‘How much, how often, how many?’
Caution with
Why?’ may produce defensiveness, assumptions and rationalisation as well as analysis.
‘How?’ if left unqualified, often causes vague responses
Start broad and narrow to enhance focus
Follow the performer’s interest and thought - using their words
PROCESS
Effective questions - listen attentively and empathically - ask follow-on questions, which relate to their answers.
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Trust
What is it and why is it important in a relationship?
Confidence in someone (the opposite is distrust or suspicion – about their motives, agenda, capability, to get the job done, etc).
Trust => Character + Competence – need both
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Trust
Trust Fall Fail Video
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An Experience of Coaching
What would you like to achieve? Or
What problem would you like to solve?
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GROW Model
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Practice
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Key Learning
The one thing I will do differently is?
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