COACHING
FOR
IMPACT
Stephanie Brodtrick MBA RN
Learning Operations
VUMC Human Resources
Adult Enterprise Development Series
April 12, 2016 session
Light Hall 214
Objectives:
Describe in your own words what coaching is.
Know the difference between coaching, mentoring, counseling, and precepting.
Explain the difference between performance coaching and developmental
coaching.
Develop an understanding of the skills of an effective coach.
Practice developing the skills of coaching for impact.
COACHING: describe in your own words what coaching is.
Provide a workplace example of a time when you were coached in an
extraordinary way, what specifically did the person coaching you do?
Matching
___ Mentoring
___ Precepting
___ Counseling
___Coaching
___ Developmental Coaching
___ Performance Coaching
A - A developmental relationship that is designed to help facilitate professional and personal
development to the point of individual growth and improved performance.
B - A helping relationship that is focused on discrete improvement of psychomotor or
cognitive skills that are of specific relevance in the work or sports setting. Typically
behavioral or task focused.
C - A helping relationship that is intended to promote the long-term development of another
person. Typically is not focused on a specific behavior or task; rather works at the levels of
identity, cognitive complexity, and self-development skill.
D - A developmental relationship between a more experienced professional and a less
experienced partner, typically involving the sharing of advice, making professional
introductions, and being of general support in navigating a new professional role.
E - Specific advice and support that is given by an experienced helping professional to the
person experiencing challenges, problems, or issues; This is advice given, and is a policy or
plan of action or behavior; This helping role may be applied to a variety of topics:
performance, relationships, behaviors, addictions, etc.
F - An active formal relationship where one person teaches and supervises the novice and
the novice learns; typically entails a specified time period to orient and evaluate the novice in
a systematic and comprehensive manner, and involves navigating the rules of what should
be done and how to behave to successfully complete goals.
COACHING DISTINCTIONS
Coaching IS…
• Co-discovery of a person’s abilities,
challenges and talents
• Helping people identify their unique
strengths and weaknesses
• Tying strengths and weaknesses to
personal and career aspirations
• Encouraging employees to establish
short-term and long-term capabilities /
GOALS
• Linking daily work to long-term
capabilities / GOALS
• Allowing for and tolerating short-term
set-backs
• Adjusting to scalability of emotions:
frustration, disappointment,
excitement, anxiety
Coaching is NOT…
• A way to exercise power over another
person…
• A way to demonstrate how smart you
are…
• A way to control people…
• A way to solve interpersonal conflict
between the coach and the coachee…
• Psychological counseling…
• Solving other people’s problems…
• A disciplinary act…
• A place for threats…
• A place for “looking good” (i.e.,
maintaining appearances)…
Whitmore, J. (2009) Coaching for Performance: GROWing Human Potential and Purpose The Principles and Practice of Coaching and Leadership, 4th Edition
Developmental Coaching
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Prepare for the session
Prepare yourself (Emotion; Curiosity; Not knowing; Respect for other)
Discuss aspirations if not already identified
Discuss strengths and areas for development
Given aspirations, strengths and opportunities, gain agreement on
areas to focus on in the near term
Identify developmental resources and activities
Decide on specific action to be taken by each of you
Agree on a specific follow-up date
Follow-up and support accountability
Performance Coaching
1. Prepare for the session
2. Prepare yourself (Emotion; Curiosity; Not knowing; Respect for other)
3. Describe the problem in a professional non-confrontational manner
4. Gain agreement that the issue exists
5. Ask for the other person’s help in solving the problem
6. Discuss the causes of the problem
7. Identify and write down possible solutions
8. Decide on specific action to be taken by each of you
9. Agree on a specific follow-up date
10. Follow-up and support accountability
Skills of the Effective Coach
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Prepare to engage
Establishing rapport and trust
Open the coaching interaction with a purposeful question
Agree on a goal/outcome
Explore the challenge and barriers to overcome
Identify actions the coachee could take to move forward
Gain agreement to next steps of action
Reaffirm coachee’s ability, the plan and any follow-up agreements
State management, a.k.a Coaching presence (frame of mind, physiology,
emotions)
Managing process and accountability
Asking relevant, purposeful and powerful questions
Bidding
Creating awareness
Active listening
Reflecting back what you’ve heard
Giving feedback and forward
Goal setting
Observing
Empathizing
Constructively challenging
Seeing different perspectives
Reframing
Encouraging and supporting
Intuiting
Checking / Tracking
Self-observation and reflection of the coach
Bidding
Bidding: is a fundamental unit of emotional connection, to connect outward with others.
There are 3 responses to bids: turn toward, turn away, turn against.
Research shows that if someone turns away or against our bid, we won’t re-bid.
Establishing Rapport and Trust
Trust Building Behaviors:
1.Talk Straight
2. Demonstrate Respect
3. Create Transparency
4. Right Wrongs
5. Show Loyalty
6. Deliver Results
7. Get Better
8. Confront Reality
9. Clarify Expectations
10. Practice Accountability
11. Listen First
12. Keep Commitments
13. Extend Trust
Asking relevant, purposeful and powerful questions
What (Situation): Situation questions are just the facts: who, what, where, when, how. Gather
facts about the situation from every angle—like a detective, or an investigative journalist.
Why (Motivation): Motivation questions discover what is or was going on in the coachee’s
head: why they behave the way they do, what led them to the decision they made, how they
feel about something.
What If (Implications): Help the coachee explore the impacts and consequences of a course of
action or behavior for themselves, others, the institution, or a situation. Exploring possibilities.
Ideal Outcome questions.
Giving feedback and feedforward
Feedback Model:
Looks back
Situation > Behavior > Impact > Question
Feedforward Model:
Looks forward
“Here are some ideas…”
PRACTICE ROUNDS
Three roles in practice groups: coach, coachee, and observer
Timing: 2 minute scenario briefing (coach describes scenario)
5 minutes coaching
5 minutes for coach, observer and coachee to debrief
Debriefing:
“One thing I think you did well is…”
“One thing I think you could do going forward is…”
PRACTICE SCENARIOS
1. Envision a real person who would benefit from coaching.
2. Write some notes about the situation and select the skills you wish to practice that
are appropriate for the situation.
3. In your group, describe the basic storyline of the coaching situation. The coachee
should take on the persona of the person whom you need to coach.
4. Utilize the coaching skills learned today and practice with your coachee.
5. Coach, Observer and Coachee conduct feedback round. How well did the coach
communicate (bid), build trust, ask questions and/or provide feedback/feedforward?
Briefly script out your “coaching for impact” conversation below:
We’ve just explored…
Coaching as a leadership activity
Terms and definitions
Coaching processes (performance and developmental)
Coaching skills and practice
COACHING FOR IMPACT
My next steps are…
Coaches Recommended Reading List
Bacon, T. and Voss, L. Adaptive Coaching: The Art and Practice of a ClientCentered Approach to Performance Improvement
Flaherty, J. Coaching: Evoking Excellence in Others, 3rd Ed.
Galway, T. The Inner Game of Work
Harkavay, D. Becoming a Coaching Leader
Kimsey-House, K. et al. Co-Active Coaching: Changing Business,
Transforming Lives
Leonard, T. The Portable Coach
McCloud, A. Performance Coaching
Skiffington, S. and Zeus, P. Behavioral Coaching
Skiffington, S. and Zeus, P. The Coaching at Work Toolkit
Skiffington, S. and Zeus, P. Coaching at Work
Stoltzfus, T. Coaching Questions: A Coach's Guide to Powerful Asking Skills
Whitmore, J. Coaching for Performance: GROWing Human Potential and
Purpose - The Principles and Practice of Coaching and Leadership, 4th Edition
Coach Prep Form
The questions below are a good way to prepare for a 1-1 coaching session with another
person. Once you get in the habit of answering these questions, you may even find
yourself running through them in your mind fairly easily and can even “coach on the fly”
as you see opportunity.
For coaching to a behavior or performance issue:
1. What is your objective in coaching this person?
a. What might be a desired ideal outcome?
2. What is the current level of trust and rapport in your relationship with this person?
a. If you answered anything other than “high”, what will you do to “up-level”
the trust and rapport?
3. How would you describe this person’s type?
a. Introverted/Extraverted?
b. Focused on Sensory data/Focused on iNtuition?
c. Uses Thinking to make decisions first/Uses Feelings or values to make
decisions first?
d. Prefers definitive Judging (closure)/Prefers more open ended Perceiving
(keep options open)?
4. How will you flex your approach given what you assume about this person’s type?
5. What is the situation you are coaching to?
6. Who is involved?
7. What behavior can/have you objectively observe(d)?
8. Have you seen this behavior before?
a. If so, is there a pattern to this behavior? What does it look like
specifically?
9. What are the impacts of the behavior or performance issue?
a. On the individual?
b. On others?
c. On the team or department?
d. On the organization?
10.
What are the strengths of the person you are planning to coach?
a. Could the presenting issue be a function of an “overused strength”?
b. If so, describe how this might be the case?
11.
What could be a purposeful question you might ask to start the conversation off?
For coaching to career or other longer term development:
1. What is your objective in coaching this person?
a. What might be a desired ideal outcome?
2. How would you describe this person’s strengths?
3. How would you describe this person’s type?
a. Introverted/Extraverted?
b. Focused on Sensory data/Focused on iNtuition?
c. Uses Thinking to make decisions first/Uses Feelings or values to make
decisions first?
d. Prefers definitive Judging (closure)/Prefers more open ended Perceiving
(keep options open)?
4. How will you flex your approach given what you assume about this person’s type?
5. What do you know about this person’s long term interests in their career? What do they
aspire to?
6. What do you know about this persons barriers/challenges?
a. How aware are they of these challenges/barriers?
7. What could be a purposeful question you might ask to start the conversation off?