Coaching: Improving Employee Performance

• Chapter 0 – Overview
  • Course Learning Objectives and Organization
  • Course Introduction
• Chapter 1 – Coaching Basics
  • Learning Objectives
  • Introduction
  • Initial Perceptions
  • Coaching Defined
  • Roles of Coaches
  • Types of Employees
  • Continuum of Manager and Employee Interactions
  • Characteristics That Inhibit Helping
  • Coaching Benefits Rating Form Exercise by Berry, et Al., 1996
  • Reflections, Resolutions, and Challenges
• Chapter 2 – Challenges
  • Learning Objectives
  • Introduction
  • Initial Perceptions
  • New Millennium Challenges
  • Bad Attitudes by Harry Chambers
    • Low Self-Esteem
    • Fear
    • Resentment
    • Unresolved Conflict
    • Inability to Accept Change
    • Boredom
  • Motivation by Ron Willingham
  • Motivation by Faust, Lyles, and Phillips
  • Defense Techniques by the Practical Coach
  • Reflections, Resolutions, and Challenges
• Chapter 3 – Self-Assessments
  • Learning Objectives
  • Introduction
  • Initial Perceptions
  • Assess Yourself
  • Whitmore (2003) Self-Assessment
  • Coaching for Results Assessment Instrument by Donna Berry, Charles Cadwell & Joe Fehrmann (Published by Human Resource Development Press, Inc., 1996)
  • Coaching Skills Inventory (Form A) by Kenneth R. Phillips (Published by Organization Design and Development, Inc. 1991)
  • Coaching University, Founded by Thomas J. Leonard
    • Clean Sweep Program
    • Top 10 Things Most People Tolerate
    • Problem-Free Zone
    • True Values, Integrity, Needs, and Wants
  • Principle-Centered Leadership by Stephen R. Covey, 1990
  • Reflections, Resolutions, and Challenges
• Chapter 4 – Coaching Models
  • Learning Objectives
  • Introduction
  • Initial Perceptions
  • Coaching for Results by Berry et al. (1996)
  • "Seven-Step Coaching Meeting Model" in Coaching Skills Inventory by Phillips (1992)
  • "Five Step Helping Method" in Helping Others Help Themselves by Loughary and Ripley (1979)
  • "Coaching Procedures and Techniques" in Counseling at the Workplace by Hill (1981)
  • Comparison of Models
  • The Coaching Blueprint by Nigro (2003)
  • Awareness and Responsibility
    • Awareness
    • Responsibility
  • Reflections, Resolutions, and Challenges
• Chapter 5 – Human Behavior
  • Learning Objectives
  • Introduction
  • Initial Perceptions
  • Control
  • Locus of Control
    • External Locus of Control
    • Internal Locus of Control
  • Perceptions
  • Temperaments or Intelligence
  • Lifestyle Priorities
  • Behavioral Styles
  • Needs
  • Messages Behind Behavior
  • Mistakes and the Learning Process
  • Discipline Versus Punishment
  • Reflections, Resolutions, and Challenges
• Chapter 6 – Problem-Solving
  • Learning Objectives
  • Introduction
  • Initial Perceptions
  • Observing Employees
  • Trust
    • Trust Builders: (Berry et al., 1996)
  • EIAG Problem-Solving Process
  • Systemic Skills
    • Barriers to Systemic Skills
    • Teaching Systemic Skills
    • Principles for Developing Responsibility
  • Positive and Constructive Feedback
    • Feedback Strategies
  • Five Levels of Feedback
    • Statement #1
    • Statement #2
    • Statement #3
    • Statement #4
    • Statement #5
  • More on Negative Feedback
  • Disciplinary Conversation (Prewitt, 1997)
    • Think Prevention
    • When Problems Occur
  • Positive Feedback Exercises: (Berry et al.)
    • Situation #1
    • Situation #2
    • Situation #3
  • Corrective Feedback: (Berry et al.)
    • Situation #1
    • Situation #2
    • Situation #3
  • Feedback Role Plays: (Berry et al.)
    • Role Play Situation #1: Coach and Joan/John
    • Role Play Situation #2: Coach and Ruth/Richard
    • Role Play Situation #3: Coach and Barbara/Bob
  • Feedback Case Study
    • Background
    • For Discussion
  • Teaching Techniques
    • Role-Taking
    • Meetings
  • Thoughts, Actions, and Feelings
    • Common Distortions in Thinking
  • Perceptions
  • Reflections, Resolutions, and Challenges
• Chapter 7 – Results
  • Learning Objectives
  • Introduction
  • Initial Perceptions
  • Celebration
  • Reinforcement and Rewards
    • Monitor
  • Evaluation
  • Consequences
  • Reflections, Resolutions, and Challenges
• Chapter 8 – Skills to Enhance Success
  • Learning Objectives
  • Introduction
  • Initial Perceptions
  • Communication Builders and Barriers
  • Intrapersonal Skills
    • Examples of Self-Assessment Statements
    • Examples of Self-Control Statements
    • Examples of Self-Discipline Statements
    • Barriers to Intrapersonal Skills
    • Approaches that Discourage Self-Assessment, Self-Control, and Self-Discipline
    • Self-Assessment Formulas
  • Interpersonal Skills
    • Variables for Establishing Strong Relationships
    • "Dirty Dozen" in Communicating (Glenn and Nelsen)
    • Listening
    • Attention: Nonverbal Communication
    • Understanding: Paraphrasing
    • Understanding: Reflecting
    • Understanding: Asking Open-ended Questions
    • Understanding: Acknowledging Emotions
  • GROW by Whitmore, 2003
    • Goal
    • Reality
    • Options
    • What, When, Whom, Will Steps
  • Reflections, Resolutions, and Challenges
• Chapter 9 – Coaching Teams
  • Learning Objectives
  • Introduction
  • Initial Perceptions
  • What Is a Work Team?
  • Some Advantages of a Work Team Approach
  • Assessing Teams
    • Stage 1: Inclusion, Forming, Belonging
    • Stage 2: Assertion, Storming, Self-esteem
    • Stage 3: Cooperation, Performing, Self-actualizing
  • Ways to Coach a Work Team
    • Other Tips for Coaches
  • Reflections, Resolutions, and Challenges
• Chapter 10 – Ethics Focus: Business and Industry
  • Ethics Overview
  • Interpretation 101-3
  • Key Ethical Dilemmas
  • Addressing Ethical Dilemmas
  • Available Resources
• Chapter 11 – Latest Developments
• References

Exercise 0-1

Course Learning Objectives and Organization

The aim of this course is to review and enhance basic coaching skills by focusing on the following topics:

• Coaching Basics (Chapter 1)
• Challenges (Chapter 2)
• Self-Assessments (Chapter 3)
• Coaching Models (Chapter 4)
• Human Behavior (Chapter 5)
• Problem-Solving (Chapter 6)
• Results (Chapter 7)
• Skills to Enhance Success (Chapter 8)
• Coaching Teams (Chapter 9)

It is hoped that this course will offer a new and helpful look at manager and subordinate Relationships - a perspective that can be more effective than traditional views and applications of management theory.

In order to facilitate learning these coaching skill concepts, this workshop has been designed to be as hands-on and interactive as possible. Enthusiastic participation is encouraged!

1. List your thoughts regarding these objectives.
2. Share your thoughts with others.

List new insights that you have learned from your discussions.

Chapter 1 - Coaching Basics

Exercise 1-1

Learning Objectives

After reading this chapter, and working through the exercises, the reader will have reviewed the following:

• Definitions of coaching.
• Roles that coaches play in the workplace.
• Types of employees that benefit from coaching.
• Continuum of manager and employee interactions.
• Characteristics that inhibit the coaching process.
• Benefits of the coaching process for the manager.

1. List your thoughts about the chapter's objectives:
2. Share your thoughts with others. List new insights that you have learned from your discussions.

Exercise 1-2

1. What does coaching mean to you? Are there differences between coaches, counselors, delegators, discipliners, mentors, and trainers? If so, what are the differences?
2. What roles do coaches play? What hats do coaches wear? To whom and for what do managers coach? What types of employees work best with a "coaching" style of management?
3. Based upon your life and work experiences, who would you include in your "Coaches Hall of Fame," and why? Who are the people that inspired you in your life? Who were the teachers or coaches in your life? What made them good coaches? How did they inspire, encourage, and challenge you? What lessons did you learn from them?
4. Why spend time coaching? What are the benefits and rewards to you for being a good coach? Cite examples of when coaching has been an appropriate management tool for you.
5. What are the barriers and challenges facing you as a coach? What are some of the common errors coaches make?
6. Create a coaching acronym that is meaningful for you.
   C =
   O =
   A =
   C =
   H =
7. Create a list of the differences between your employees and your ideal employee.
8. What are your challenges in your organization? What are the challenges facing your employees?
9. What could you and your organization do to enhance the productivity level of your employees?

732972